The Determination of Stress Experienced by Nursing Undergraduate Students during Their Education

Authors: Gülden Küçükakça, Şefika Dilek Güven, Rahşan Kolutek, Seçil Taylan

Abstract:

Objective: Nursing students face with stress factors affecting academic performance and quality of life as from first moments of their educational life. Stress causes health problems in students such as physical, psycho-social, and behavioral disorders and might damage formation of professional identity by decreasing efficiency of education. In addition to determination of stress experienced by nursing students during their education, it was aimed to help review theoretical and clinical education settings for bringing stress of nursing students into positive level and to raise awareness of educators concerning their own professional behaviors. Methods: The study was conducted with 315 students studying at nursing department of Semra and Vefa Küçük Health High School, Nevşehir Hacı Bektaş Veli University in the academic year of 2015-2016 and agreed to participate in the study. “Personal Information Form” prepared by the researchers upon the literature review and “Nursing Education Stress Scale (NESS)” were used in this study. Data were assessed with analysis of variance and correlation analysis. Results: Mean NESS Scale score of the nursing students was estimated to be 66.46±16.08 points. Conclusions: As a result of this study, stress level experienced by nursing undergraduate students during their education was determined to be high. In accordance with this result, it can be recommended to determine sources of stress experienced by nursing undergraduate students during their education and to develop approaches to eliminate these stress sources.

Keywords: Stress, nursing education, nursing student, nursing education stress.

Digital Object Identifier (DOI): doi.org/10.5281/zenodo.1340000

References:

[1] A. Karaca, N. Yıldırım, H. Ankaralı, F. Açıkgöz, D. Akkuş, “Hemşirelik Eğitimi Stres Ölçeği’nin Türkçeye uyarlanması,” HEMAR-G, vol. 16, no. 2, pp. 29-40, 2014.
[2] H.O. Altıok, B. Üstün, “The Stress Sources of Nursing Students,” Educational Sciences: Theory & Practice, vol. 13, no. 2, 747-766, 2013.
[3] S. Pryjmachuk, D.A. Richards. Predicting stress in preregistration nursing students. British Journal of Health Psychology, vol. 12, pp. 125-144, 2007.
[4] P. Ratanasiripong, N. Ratanasiripong, D. Kathalae, “Biofeedback intervention for stress and anxiety among nursing students: A randomized controlled trial,” International Scholarly Research Network, 2012; doi:10.5402/2012/827972
[5] O. Güler, S. Çınar, “Determining to the Perceived Stressors and the Used Coping Strategies of the Nursing Department Student,” Maltepe Üniversitesi Hemşirelik Bilim ve Sanatı Dergisi, Sempozyum Özel Sayısı, pp. 253-260, 2010.
[6] S. Ağaçdiken, N. M. Boğa , A. Özdelikara , “Determination of Nursing Students’ Stress Level Toward Nursing Education,” Samsun Healty Sciences, vol. 1, no. 1, 2016, http://dergipark.gov.tr/jshs/issue/24525/259859
[7] D. Edwards, P. Burnard, U. B. Hebden, “A longitudinal study of stress and self-esteem in student nurse”. Nurse Education Today, vol. 30, no. 1, pp. 78–84, 2010.
[8] F. Timmins, A.M. Corroon, G. Byrne, B. Mooney, “The challenge of contemporary nurse education programmes. Perceived stressors of nursing students: Mental health and related lifestyle issues,” Journal of Psychiatric and Mental Health Nursing, vol. 18, no. 9, pp. 758-766, 2011.
[9] N. Seyedfatemi, M. Tafreshi, H. Hagani, “Experienced stressors and coping strategies among Iranian nursing students,” BMC Nursing, vol. 13, no. 6, pp. 11, 2007.
[10] W. Evans, B. Kelly, “Pre-registration diploma student nurse stress and coping measures,” Nurse Education Today, vol. 24, no. 6, pp. 473–482, 2004.
[11] M. F. Aydın, M. Ş. Argun, Bitlis Eren University School of Health Nursing Department Students Expectations from Hospital Applications and Relevant Issues, Acıbadem Universitesi Sağlık Bilimleri Dergisi, vol. 1, no. 4, 2010.
[12] P.G. Toft, J. Anderson, “The nursing stress scale: development of an instrument,” Journal of Behavioural Assessment, vol. 3, no. 1i pp. 11-23, 1981.
[13] M. Rhead, “Stress among student nurses: is it practical or academic?” Journal of Clinical Nursing, 4(6):369–376, 1995.
[14] Y. S. Kang, S. Y. Choi, E Ryu, The effectiveness of a stress coping program based on mindfulness meditation on the stress, anxiety, and depression experienced by nursing students in Korea. Nurse Education Today, vol. 29, pp. 538-43, 2009.
[15] M. Money, Professional socialization: The key to survival as a newly qualified nurse. International Journal of Nursing Practice, vol. 13, pp. 75-80, 2007.
[16] J.A. Maville, P.L. Kranz, B.A. Tucker, “Perceived stress reported by nurse practitioner students,” Journal of the American Academy of Nurse Practitioners, vol. 16, no. 6, pp. 257-262, 2004.
[17] F.G. Tüfekci, A. Yıldız, “The students’ reasons of nursing preference and ideas about their future”. Journal of Anatolia Nursing and Health Sciences, vol. 12, no. 1, pp. 31–3, 2009.
[18] S. Taşdelen, A. Zaybak, The Determination The Level Of Stress Of Nursing Students During Their First Clinical Experience, Florence Nightingale Hemşirelik Dergisi, vol. 21, no. 2, pp. 101-106, 2013.
[19] S. Karaöz, “Changes in students’ perceptions of nursing profession during nursing education: the role of introduction to nursing courses on this change,” Journal of Cumhuriyet University School of Nursing, vol. 6, no. 2, pp. 10-20, 2002.
[20] S. Sheu, H. S. Lin, S. L. Hwang, Perceived stress and physio-psycho-social status of nursing students during their initial period of clinical practice: the effect of coping behaviors. International Journal of Nursing Studies vol. 39, pp. 165–75, 2002.
[21] C.K.L. Chan, W.K.W. So, D.Y.T. Fong, “Hong Kong baccalaureate nursing students' stress and their coping strategies in clinical practice,” Journal of Professional Nursing, vol. 25, pp. 307-313, 2009.
[22] G. Moridi, S. Khaledi, S. Valie, “Clinical training stress-inducing factors from the students’ viewpoint: a questionnaire-based study,” Nurse Education in Practice, vol. 14, pp. 160-163, 2014.
[23] A.E. Sanders, K. Lushington, Effects of perceived stress on student performance in dental school. Journal of Dental Education, vol. 66, no. 1, pp. 75-81, 2002.
[24] E. Temel, A. Bahar, D. Çuhadar, “Determination of coping attitude with stress and depression level of nursing students.,” Fırat University Medical Journal of Health Sciences vol. 2, no. 5, pp. 117-118, 2007.
[25] S. Dinç, O. Kaya, Z. Şimşek, Knowledge, Opinion and Expectations of Students in Harran Universıty School of Nursing , Journal of Anatolia Nursing and Health Sciences, vol. 10, no.1, pp. 1-9, 2007.
[26] N. Alparslan, S. Yaşar, E .Dereli, F. N. Turan, Depressıf Symptoms Observed In Students Of Health College And Technıcal Educatıon Faculty, And Examınatıon Of The Affectıng Factors, HEMAR-G, vol. 2, pp. 48-57, 2008.
[27] C. Jimenez,, P.M. Navia-Osorio, C.V. Diaz, Stress and health in novice and experienced nursing stu¬dents.,Journal of Advanced Nursing, vol. 66, no. 2, pp. 442-455, 2010.
[28] D. Tanrıverdi, M. Ekinci, The State of Having Mental Problems of The Nursing Students and The Determination of Their Problem Areas, Journal of Anatolia Nursing and Health Sciences, vol. 10, no.4, pp.42 51, 2007.
[29] A. Tutuk, D. Al, S. Doğan, Determining communication skills and emphatic levels of nursing students, Journal of Cumhuriyet University School of Nursing, vol. 6, no. 2, pp. 36-41, 2002.