Addressing Student Stress and Preparation for Upper Division Nursing Courses

2.50
Hdl Handle:
http://hdl.handle.net/10755/602409
Category:
Full-text
Format:
Text-based Document
Type:
Presentation
Title:
Addressing Student Stress and Preparation for Upper Division Nursing Courses
Other Titles:
Integrative Strategies to Address Junior Student Stress and Self-Directed Learning in an Active Learning Environment [Symposium]
Author(s):
Mills, Susan C.; Krouse, Anne Marie; Krouse, Anne Marie
Lead Author STTI Affiliation:
Eta Beta
Author Details:
Susan C. Mills, RN, scmills@widener.edu; Anne Marie Krouse, RN-BC
Abstract:
Session presented on Sunday, November 8, 2015: Nursing students must be prepared to face a rapidly changing and increasingly complex health care environment.  This preparation requires a challenging curriculum that is often accompanied by an increased workload and student stress regarding their academic progress.  The purpose of the qualitative aspect of this mixed method study was to identify student perceptions of active learning practices incorporated into the junior year in a new curriculum.  A descriptive qualitative design utilizing focus group interviews for data collection was employed to explore student perceptions of stress, engagement and self-directed learning in an active learning environment.  Twenty-three students participated in focus group interviews lasting from 30 minutes to one hour during their junior year.  Students were encouraged to discuss the learning and study strategies they used prior to junior year and compare them with how they prepared and learned in a more active learning environment.   Interviews were recorded and transcribed.  The interviews were then analyzed by two experienced nurse researchers to identify common patterns of response to the incorporation of active learning strategies utilized in their junior year of nursing.  The central theme that emerged from the data was overwhelming levels of stress.   Although the quantitative data demonstrated moderate levels of stress when the students were interviewed they reported overwhelming stress in making the transition from lower division nursing courses to upper level clinical courses.  Students described disturbing results from the stress they felt during the junior year nursing courses.  Subthemes of stress included impacts to their physical and mental health, isolation and support, adversarial faculty/student relationships, and preparation for junior year of nursing school.  Students described the various ways they learned to cope with the additional stress of the junior year of nursing school.  Role modeling caring behaviors such as empathy and “looking out for” the student were considered helpful to the student in alleviating some of the stress.  The students in the study wanted to know that the faculty were there as partners in their journey through the curriculum.  Additionally, students described what they wished they had known prior to starting their junior year of nursing school.  Many of the students voiced the need to be able to “go deeper” into their learning.  Students reported relying on superficial learning strategies prior to junior year.  The results of this study highlight how students responded to the increased stress of junior year nursing courses and the lessons learned by both the students and the faculty teaching junior year nursing students. 
Keywords:
Stress; Student Engagement; Active Learning
Repository Posting Date:
21-Mar-2016
Date of Publication:
21-Mar-2016
Other Identifiers:
CONV15B28
Conference Date:
2015
Conference Name:
43rd Biennial Convention
Conference Host:
Sigma Theta Tau International, the Honor Society of Nursing
Conference Location:
Las Vegas, Nevada, USA
Description:
43rd Biennial Convention 2015 Theme: Serve Locally, Transform Regionally, Lead Globally.`

Full metadata record

DC FieldValue Language
dc.language.isoen_USen
dc.type.categoryFull-texten
dc.formatText-based Documenten
dc.typePresentationen
dc.titleAddressing Student Stress and Preparation for Upper Division Nursing Coursesen
dc.title.alternativeIntegrative Strategies to Address Junior Student Stress and Self-Directed Learning in an Active Learning Environment [Symposium]en
dc.contributor.authorMills, Susan C.en
dc.contributor.authorKrouse, Anne Marieen
dc.contributor.authorKrouse, Anne Marieen
dc.contributor.departmentEta Betaen
dc.author.detailsSusan C. Mills, RN, scmills@widener.edu; Anne Marie Krouse, RN-BCen
dc.identifier.urihttp://hdl.handle.net/10755/602409en
dc.description.abstractSession presented on Sunday, November 8, 2015: Nursing students must be prepared to face a rapidly changing and increasingly complex health care environment.  This preparation requires a challenging curriculum that is often accompanied by an increased workload and student stress regarding their academic progress.  The purpose of the qualitative aspect of this mixed method study was to identify student perceptions of active learning practices incorporated into the junior year in a new curriculum.  A descriptive qualitative design utilizing focus group interviews for data collection was employed to explore student perceptions of stress, engagement and self-directed learning in an active learning environment.  Twenty-three students participated in focus group interviews lasting from 30 minutes to one hour during their junior year.  Students were encouraged to discuss the learning and study strategies they used prior to junior year and compare them with how they prepared and learned in a more active learning environment.   Interviews were recorded and transcribed.  The interviews were then analyzed by two experienced nurse researchers to identify common patterns of response to the incorporation of active learning strategies utilized in their junior year of nursing.  The central theme that emerged from the data was overwhelming levels of stress.   Although the quantitative data demonstrated moderate levels of stress when the students were interviewed they reported overwhelming stress in making the transition from lower division nursing courses to upper level clinical courses.  Students described disturbing results from the stress they felt during the junior year nursing courses.  Subthemes of stress included impacts to their physical and mental health, isolation and support, adversarial faculty/student relationships, and preparation for junior year of nursing school.  Students described the various ways they learned to cope with the additional stress of the junior year of nursing school.  Role modeling caring behaviors such as empathy and “looking out for” the student were considered helpful to the student in alleviating some of the stress.  The students in the study wanted to know that the faculty were there as partners in their journey through the curriculum.  Additionally, students described what they wished they had known prior to starting their junior year of nursing school.  Many of the students voiced the need to be able to “go deeper” into their learning.  Students reported relying on superficial learning strategies prior to junior year.  The results of this study highlight how students responded to the increased stress of junior year nursing courses and the lessons learned by both the students and the faculty teaching junior year nursing students. en
dc.subjectStressen
dc.subjectStudent Engagementen
dc.subjectActive Learningen
dc.date.available2016-03-21T16:28:13Zen
dc.date.issued2016-03-21en
dc.date.accessioned2016-03-21T16:28:13Zen
dc.conference.date2015en
dc.conference.name43rd Biennial Conventionen
dc.conference.hostSigma Theta Tau International, the Honor Society of Nursingen
dc.conference.locationLas Vegas, Nevada, USAen
dc.description43rd Biennial Convention 2015 Theme: Serve Locally, Transform Regionally, Lead Globally.`en
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