2.50
Hdl Handle:
http://hdl.handle.net/10755/157542
Type:
Presentation
Title:
BACCALAUREATE NURSING STUDENTS' STRESSORS AND COPING RESOURCES
Abstract:
BACCALAUREATE NURSING STUDENTS' STRESSORS AND COPING RESOURCES
Conference Sponsor:Western Institute of Nursing
Conference Year:2010
Author:LeDuc, Karen, MS, APN-BC, CNS, CPN, CNE
P.I. Institution Name:Regis University & The Children's Hospital/Denver
Title:Asst Professor, CNS
Contact Address:1160 So. Franklin St., Denver, CO, 80210, USA
PURPOSES/AIMS:
The purpose of the study was to investigate the perception of the level of stress in nursing students enrolled in baccalaureate nursing programs. The specific aims were to:
* Identify the levels and sources of stress experienced by students in baccalaureate nursing programs.
* Identify students' coping resources associated with these stressors.
* Determine the relationship between levels of stress and coping resources within and across the four groups studied (traditional, accelerated, junior level, and senior level nursing students).
* Compare the differences among the groups in terms of stressors and coping resources.
RATIONALE/CONCEPTUAL BASIS/BACKGROUND:
Nursing is considered to be inherently stressful. Nurses are confronted with increasing job demands due to sophisticated technologies, budget cuts, and their job resources are often insufficient to cope effectively with these demands. Authors have long recognized that role characteristics are major work stressors and that the nursing education experience induces undue stress, discomfort, and dissatisfaction. A paucity of comprehensive research, as well as inconsistent application of theories/conceptual frameworks, has resulted in a limited knowledge of stress in nursing students. The major stressors for nursing students include academic workload, heavy examination schedules, feelings of doubt about nursing as a career choice, and feelings of inadequacy and insecurity in the clinical setting, personal inadequacy and fear of making a mistake. Stress in nursing students does not just have a negative effect on them; ultimately it will have negative effects on the nursing workforce.
METHODS:
Sample: through a nonrandom purposive sampling procedure, all undergraduate baccalaureate nursing students enrolled in pediatrics and completing their clinical rotation at the study institution were invited to participate in the study.
Design: the study is descriptive correlational in design.
Instruments: data collection instruments include the Stressors in Nursing Students (SINS) and the Coping Resources Inventory (CRI) as well as a demographic profile.
RESULTS:
Analysis (N=160) has revealed that students highest stressor is related to the amount of class work material to be learned and surviving on a low income. The lowest stressors are related to patient's attitudes towards nurses and making less money than friends who are not nurses. Z scores were calculated for the sample to date and revealed the highest coping mechanisms are found in the emotional (2.55) and spiritual (2.26) subscales. The lowest coping resources are found in the cognitive (1.77) and social (1.91) subscales.
Differences are noted between traditional and accelerated students on several items including caring for the emotional needs of patients with accelerated students identifying that this was twice as stressful as traditional students. The highest stressor for both groups (traditional and accelerated) was fear of making a mistake, followed by the amount of class work material to be learned, and examinations. RESULTS:
IMPLICATIONS:
If more is known about how students perceive stressors and coping resources; nursing faculty can target the stressors and challenges faced by students to promote a more positive and rewarding learning experience both in the classroom and clinical setting.
Repository Posting Date:
26-Oct-2011
Date of Publication:
17-Oct-2011
Sponsors:
Western Institute of Nursing

Full metadata record

DC FieldValue Language
dc.typePresentationen_GB
dc.titleBACCALAUREATE NURSING STUDENTS' STRESSORS AND COPING RESOURCESen_GB
dc.identifier.urihttp://hdl.handle.net/10755/157542-
dc.description.abstract<table><tr><td colspan="2" class="item-title">BACCALAUREATE NURSING STUDENTS' STRESSORS AND COPING RESOURCES</td></tr><tr class="item-sponsor"><td class="label">Conference Sponsor:</td><td class="value">Western Institute of Nursing</td></tr><tr class="item-year"><td class="label">Conference Year:</td><td class="value">2010</td></tr><tr class="item-author"><td class="label">Author:</td><td class="value">LeDuc, Karen, MS, APN-BC, CNS, CPN, CNE</td></tr><tr class="item-institute"><td class="label">P.I. Institution Name:</td><td class="value">Regis University &amp; The Children's Hospital/Denver</td></tr><tr class="item-author-title"><td class="label">Title:</td><td class="value">Asst Professor, CNS</td></tr><tr class="item-address"><td class="label">Contact Address:</td><td class="value">1160 So. Franklin St., Denver, CO, 80210, USA</td></tr><tr class="item-email"><td class="label">Email:</td><td class="value">mleduc@regis.edu</td></tr><tr><td colspan="2" class="item-abstract">PURPOSES/AIMS: <br/>The purpose of the study was to investigate the perception of the level of stress in nursing students enrolled in baccalaureate nursing programs. The specific aims were to: <br/>* Identify the levels and sources of stress experienced by students in baccalaureate nursing programs.<br/>* Identify students' coping resources associated with these stressors.<br/>* Determine the relationship between levels of stress and coping resources within and across the four groups studied (traditional, accelerated, junior level, and senior level nursing students).<br/>* Compare the differences among the groups in terms of stressors and coping resources.<br/>RATIONALE/CONCEPTUAL BASIS/BACKGROUND: <br/>Nursing is considered to be inherently stressful. Nurses are confronted with increasing job demands due to sophisticated technologies, budget cuts, and their job resources are often insufficient to cope effectively with these demands. Authors have long recognized that role characteristics are major work stressors and that the nursing education experience induces undue stress, discomfort, and dissatisfaction. A paucity of comprehensive research, as well as inconsistent application of theories/conceptual frameworks, has resulted in a limited knowledge of stress in nursing students. The major stressors for nursing students include academic workload, heavy examination schedules, feelings of doubt about nursing as a career choice, and feelings of inadequacy and insecurity in the clinical setting, personal inadequacy and fear of making a mistake. Stress in nursing students does not just have a negative effect on them; ultimately it will have negative effects on the nursing workforce.<br/>METHODS: <br/>Sample: through a nonrandom purposive sampling procedure, all undergraduate baccalaureate nursing students enrolled in pediatrics and completing their clinical rotation at the study institution were invited to participate in the study. <br/> Design: the study is descriptive correlational in design. <br/>Instruments: data collection instruments include the Stressors in Nursing Students (SINS) and the Coping Resources Inventory (CRI) as well as a demographic profile. <br/>RESULTS: <br/> Analysis (N=160) has revealed that students highest stressor is related to the amount of class work material to be learned and surviving on a low income. The lowest stressors are related to patient's attitudes towards nurses and making less money than friends who are not nurses. Z scores were calculated for the sample to date and revealed the highest coping mechanisms are found in the emotional (2.55) and spiritual (2.26) subscales. The lowest coping resources are found in the cognitive (1.77) and social (1.91) subscales.<br/> Differences are noted between traditional and accelerated students on several items including caring for the emotional needs of patients with accelerated students identifying that this was twice as stressful as traditional students. The highest stressor for both groups (traditional and accelerated) was fear of making a mistake, followed by the amount of class work material to be learned, and examinations. RESULTS: <br/>IMPLICATIONS: <br/>If more is known about how students perceive stressors and coping resources; nursing faculty can target the stressors and challenges faced by students to promote a more positive and rewarding learning experience both in the classroom and clinical setting.<br/></td></tr></table>en_GB
dc.date.available2011-10-26T19:58:08Z-
dc.date.issued2011-10-17en_GB
dc.date.accessioned2011-10-26T19:58:08Z-
dc.description.sponsorshipWestern Institute of Nursingen_GB
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