Nursing and midwifery college students' expectations of their educators and perceived stressors during their education: A pilot study in Turkey (original) (raw)
Related papers
BMC Medical Education, 2020
Background: Midwifery is an emotionally challenging profession, and academic education of midwifery especially clinical learning has its own specific challenges. Midwifery students face with stressful experiences, especially related to instructor and characteristics of clinical environment, which can affect their theoretical and practical abilities. There is insufficient evidence in this field. This study aimed to explore (1) the perceived stress and stressors of midwifery students and (2) the relationships between students' stress and related factors in clinical learning environment. Methods: A cross sectional, survey design was conducted at one university in Iran. A sample of 108 students was selected using Krejcie and Morgan table in 2016. Data was collected using Persian version of Cohen's perceived stress scale, Persian questionnaire of sources of stress and demographic form. Data was analyzed using independent t, ANOVA and correlation coefficient test (α < 0.05). Results: Participants returned 70 surveys (response rate, 64.8%). Approximately 56% of the students perceived a high level of stress. The most common dimensions of stressors were "unpleasant emotions" and "humiliating experiences". The highest stressors were included "feeling suffering due to seeing for patients with critical situation", "instructor's admonition in the presence of clinical staff" and "communication with instructor". The "interest in the field of study" had a negative impact on perception of stressors in dimensions of "clinical practices" and "interpersonal communication".
Perception of Nursing Students towards Clinical Stressors in the
Baccalaureate nursing students often experience high levels of stress during training that may result in psychological or emotional impairment during their professional life ultimately affecting the quality of patient care they provide. Clinical instructors provide the needed support and guidance for students to relieve stress and promote a positive clinical experience. The aim of this study was to investigate the perceived level of stress and sources of stress in undergraduate students enrolled in nursing practicum courses. This descriptive cross-sectional study was conducted with 50 nursing students' representative of third and fourth year (levels 5, 6 and 8) undergraduate students from Al Jouf University in KSA. This study revealed that about three -fourths of students had high level of stress compared to about one-quarter had moderate stress (72 % and 28%, respectively ). Three sources of stress were significant which are stress from taking care of patients, stress from peers and daily life, and stress from hospital staff. Pvalue were 0.03, 0.004, and 0.002, respectively. No significant relationships between students' absenteeism and stress, academic level and stress and mothers' education with stress. It is recommended from this study that nurse educators and curriculum planners should make a positive contribution towards minimizing the stress of student nurses and all personnel involved with teaching nursing students including clinicians need to be adequately prepared to deal with students and be aware of their own impact on students.
Educational sourcesof stress in midwifery students
Nurse Education Today, 1997
This article presents the findings of a study that investigated educational sources of stress among student midwives working in England. The study set out to address the question, what are the clinical and educational experiences that can give rise to stress? Students were invited to complete a 45-item questionnaire which asked them to identify the extent to which a particular statement, in their experience, led to feelings of stress. There were four categories of response: 'not at all', 'a little', 'much' and 'very much'. Responses from 199 students (I 27 preregistration and 72 preregistration (shortened)) were obtained. Factor analysis was used to determine the structure of the data set, and two factors emerged. Factor I, accounting for 29.6% of variance, was labelled 'organizational and learning experience' sources of stress, while factor 2, accounting for 6.6% of variance, was labelled 'home and family' sources of stress. Further analysis on those items that were reported as having proportionately large numbers of students responding 'very much' was performed. Results from three items, 'insufficient time to carry out assignments', 'dealing with study vs. home/personal demands', and while on placements being exposed to 'life and death situations', were found to be significantly different between preregistration and preregistration (shortened) students. These findings suggest that a wide variety of events cause students stress. While clinical sources of stress may be expected to exist, it must also be recognized that relationships with tutorial staff and aspects of the learning environment within colleges can also lead to stress.
2019
Background: Midwifery is an emotionally challenging profession, and academic education of midwifery has its own specific challenges. Midwifery students face with stressful experiences, especially related to instructor and characteristics of clinical environment, which can affect their theoretical and practical abilities. There is insufficient evidence in this field. This study aimed to explore (1) the perceived stress and stressors of midwifery students and (2) the relationships between students' stress and related factors in clinical training. Methods: A cross sectional, descriptive study was conducted at one university in Iran. A sample of 108 students was selected using Krejcie and Morgan table in 2016. Data was collected using Persian version of Cohen's perceived stress scale, Persian questionnaire of sources of stress and demographic form. Data was analyzed using independent t, ANOVA and correlation coefficient test (α<0.05). Results: Participants returned 70 surveys...
Explaining the Clinical Education Stressors in Nursing Students: A Qualitative Study
Journal of Qualitative Research in Health Sciences, 2023
Background: Nurses are an important part of the health system, and the effectiveness of their clinical education has a significant impact on community health. The clinical environment is constantly changing, making student education very stressful. Due to the negative effects of stressors on education, the present study was conducted to explain the stressors in the clinical environment. Methods: In this qualitative study (content analysis), the participants were selected using the purposive sampling method. In-depth semi-structured interviews were conducted with 16 nursing students who had completed at least one semester of internship in Khalkhal University of Medical Sciences until data saturation was achieved. The data were coded, the related codes were classified into categories, and the main themes were extracted. Results: Four categories were obtained in this study: personal problems, the interaction between students and patients, patients' families, instructors, and ward staff, executive planning, and clinical education environment. The most important source of stress was personal problems, including a lack of awareness and fear of following some clinical guidelines. The lower-semester students were reported to have more stress than last-semester students. Conclusion: Due to the many clinical stressors, the related authorities should be required to promote students' professional development by identifying the clinical environment stressors and providing appropriate solutions to reduce and control them. In this regard, considering the role of instructors in reducing stress and facilitating student learning, providing educational programs to train instructors in this area can be one of the main steps to reduce student stress.
Ordu Üniversitesi Hemşirelik Çalışmaları Dergisi
Objective: This study was conducted to determine the effect of an orientation program performed for first year nursing and midwifery students on their clinical stress and to identify their experiences. Methods: The mixed method was used in this study, quasi-experimental and phenomenological type. The population of the study consisted of first-year students (n=117) in the nursing and midwifery department of a university in the 2018-2019 Spring Semester, and the sample consisted of first year students in the nursing and midwifery departments who agreed to participate in the research (n=94). The data were collected using student information form, Clinical Stress Questionnaire and a semi-structured form in which students could write their experiences. Results: It was determined that there was a significant difference between the sociodemographic and academic characteristics of the students and their clinical stress levels, the stress level was highest on the last day of clinical practic...
OALib, 2017
Previous studies have posited that students studying in medical-related fields are particularly susceptible to high levels of academic stress with implication for both psychological and physical health. This study set in the environment of a newly established public university in Ghana, seeks to evaluate the levels and component stress among students offering nursing and midwifery in the top-up module in the University of Health and Allied Science, Ho. In descriptive study using a modified version of the pre-validated College Undergraduate Stress Scale, 315 second and third year Midwifery 82 (26.03%), Nursing 155 (49.21%) and Public Health Nursing 78 (24.76%) students obtaining bachelors degree in top-up module were surveyed for this study. Among the total study population, 109 (34.60%) experienced high stress level, 106 (33.65%) experienced moderate stress level and 100 (31.75%) experienced less stress level. Stress levels were higher among the female participants. Participants with children under 13 years and female participants with breastfeeding babies showed higher levels of stress. A majority of students in the sandwich top-up bachelor degree programme experience moderate to high stress mostly due to curriculum overload. Therefore, innovative means should be sought to lessen the level of stress among this category of students. For example, pre-recorded video lectures could be incorporated into the module to lessen the overload in school work.
Nursing education stress levels of nursing students and the associated factors
Annals of Medical Research, 2018
This study was planned to determine the stress levels experienced by nursing students during the nursing education and the associated factors. Material and methods: This descriptive study was conducted between February and April 2018. The population of the study consisted of the students of The University Faculty of Health Sciences Nursing Department. There were 1,200 students in the faculty of nursing. The sample consisted of 479 students with 0.05 error, at 0.95 confidence interval, 0.6 effect size and 0.95 of population representation power with power analysis. Participants used Introductory Questionnaire, Nursing Education Stress Scale. Results: According to the results of this study, it was determined that the nursing students experience high level of stress and their demographic characteristics were affected by their education stress and practical stress and academic stress subscale scores. Conclusion: It was also determined that stress scores of the students who preferred the nursing profession willingly or liked it while studying and found the profession prestigious were lower.
Stress Experienced by Turkish Nursing Students and Related Factors
Clinical and Experimental Health Sciences, 2016
Amaç: Bu çalışma Türk hemşirelik lisans öğrencilerinin eğitimleri sırasında yaşadıkları stres düzeylerini ve stresi etkileyebilecek bazı sosyodemografik değişkenleri belirlemek amacıyla yapılmıştır. Yöntemler: Araştırma tanımlayıcı kesitsel olarak 821 öğrenci ile yapılmıştır. Veriler, bilgi formu ve Hemşirelik Eğitimi Stres Ölçeği (Stress in Nurse Education Questionnaire-SINE) ile toplanmıştır. Bulgular: SINE'nin alt boyutları olan akademik stres ve uygulama stresi toplam puan ortalamaları birbirine yakın olmasına karşın akademik stres biraz daha yüksek çıkmıştır. Klinik stresle ilgili de acı çeken bir hastayı izlemek en çok stres yaratan durum olarak belirlenmiştir. Klinik uygulamada öğretim elemanı tarafından eleştirilmek ve bakım verirken hata yapma korkusu öğrencilerin en çok raporladığı diğer klinik stres faktörleri arasındadır. Öğrencilerin okudukları okullara, cinsiyete göre ve algılanan akademik başarıya göre SINE toplam ve alt boyutları puan ortalamaları arasındaki farkın anlamlı olduğu bulunmuştur (p<0,001). Sonuç: Hemşirelik öğrencilerinin akademik stresleri arasında en çok sınavlara hazırlanmak, sınavlara girmek ve değerlendirilme endişesi gelmektedir. Klinik stresleri olarak acı çeken bir hastayı izlemek, öğretim elemanı tarafından eleştirilmek ve bakım verirken hata yapma korkusu belirlenmiştir. Anahtar kelimeler: Stres, hemşirelik eğitimi, hemşirelik öğrencileri, hemşirelik eğitimi stres ölçeği Objective: This study was determined Turkish nursing undergraduates may affect stress levels and stress they experience during their studies to determine the socio-demographic variables. Methods: This study, which descriptive cross-sectional in design study was completed with 821 students. The data was collected using the, information, forms and Stress in Nurse Education Questionnaire-SINE are collected. Results: Although average total scores of academic stress and practical stress, which are subdimensions of SINE, were close to each other, the score of academic stress was found to be a bit higher. Monitoring a suffering patient with regard to clinical stress was determined as the most stress-inducing situation. Being criticized by an instructor in clinic practice and fear of making a mistake while providing care were among other clinic stressors mostly reported by students. The difference between average subdimension and total scores for SINE according to universities in which students studied, gender, and perceived academic achievement was found to be significant (p<0.001). Conclusion: Preparing for exams, sitting for exams, and anxiety for being evaluated were the major academic stressors of nursing students. Monitoring a suffering patient, being criticized by an instructor, and fear of making a mistake while providing care were determined as clinic stressors.
Stressors Affecting Baccalaureate Nursing Students in the Clinical
Stress is one of the issues that nursing student face during their transition from theoretical education to clinical application and it can affect the psychosocial status; it may influence academic performance and student wellbeing. Aim of the study: This paper aims to identify sources of stress and the intensity of stressors facing baccalaureate nursing students in clinical training in governmental and private hospitals in Palestinian Universities. Background: Stress among nursing students is familiar especially in training as the student exposed to new area with different types of patients, professionals, equipment's, instructors and hospitals; these stressors mostly affect the student's ability to achieve good outcome. Method: This descriptive study use face-to-face questionnaire. Results: the mean total response degree about the stress factors due to the career, training environment, working with various kinds of patients, and the evaluation by supervisors were medium (2.52, 2.59, 2.81, 2.59) respectively. There is relationship between the degree of the stress factors towards the university, place of training, years of study, and training period, F= 3.858(0.002), 3.194(0.042), 4.214 (0.015), 4.778(0.009) respectively. Conclusions: stress that nursing students face must be consider as an important factor that affect their achievement and ability to have good experience, there are differences between the variables which needs more attention trying to decrease the number and intensity of these stressors.