Mental health nursing students' experience of stress: burdened by a heavy load

Positive and negative aspects of psychological stress in clinical education in nursing: A scoping review

BACKGROUND

Even though clinical practice is crucial for nursing students' personal and professional development, it is recurrently associated with stress. However, stressful situations may not only elicit negative responses, but positive responses as well, and such aspects should be further investigated.

AIM

To explore the literature addressing the positive and negative aspects of stress experienced by nursing students during clinical practicum.

DESIGN

This scoping review followed the Joanna Briggs Institute (JBI) and PRISMA-ScR guidelines.

DATA SOURCES

CINAHL, MEDLINE/PubMed, PsycINFO, Web of Science, IBECS, LILACS, BDENF and two theses and dissertations repositories.

REVIEW METHODS

Searches were conducted from June to August 2022. Studies addressing the positive and negative aspects of stress experienced by nursing students during clinical practice were included regardless of the method adopted.

RESULTS

This review included 32 studies published between 1999 and 2022 in 25 countries across four continents: Africa, America, Asia, and Europe. Stress can positively influence academic performance, especially in mobilizing a search for learning and professional development and in integrating theoretical knowledge and improving clinical skills and competencies. Negatively, stress can cause biopsychosocial symptoms that compromise a student's academic performance and can cause doubts and uncertainties about the construction of their professional identity.

CONCLUSIONS

Although the negative aspects stand out over the positive ones, it is evident that both are present in the clinical practice environment. When considering stress of nursing students, educators should conduct the teaching-learning process in order to reduce the negative impact and promote the positive side of stressful situations.

Impact of psychosocial factors on academic performance of nursing students in Thailand

Purpose

The purpose of this study is to investigate the psychosocial factors that impact the academic performance of nursing students.

Design/methodology/approach

A cross-sectional study was conducted with 767 nursing students from three nursing colleges in Thailand. Instruments included Counseling Center Assessment for Psychological Symptoms and Rosenberg Self-Esteem Scale. Path model analyses with the maximum likelihood method were utilized to examine the proposed model. Model fit was estimated using multiple indexes, including chi-square/df ratio (χ2/df), comparative fit index (CFI), Tucker-Lewis index (TLI) and the root mean square error of approximation (RMSEA).

Findings

Results indicated that family distress, emotional negativity, self-esteem and substance use were factors that related to nursing students' academic performance. Findings of path analyses indicated that the model demonstrated good fit: χ2 (2, N = 767) = 3.11, p = 0.48; χ2/df = 1.56; CFI = 1.00; TLI = 0.99; RMSEA = 0.027, (90% CI = [0.000, 0.082], PCLOSE = 0.68).

Originality/value

While prior research has examined some facets leading to academic success for nursing students, psychosocial factors have not received adequate attention. This study presents a model of family and individual psychosocial factors that impact academic performance of nursing students along with recommendations to help improve their well-being.

Academic Stress and Self-Efficacy as Predictors of Academic Satisfaction among Nursing Students

Background:

number of factors contribute to psychological disturbances among university students. Most important, such psychological factors may influence their academic satisfaction that associates with their performance.

Purpose:

To examine prediction power of academic stress and academic self-efficacy on academic satisfaction among nursing students.

Methods:

A convenience sample of 117 nursing students recruited from two nursing programs in Jordan; one private and one governmental. Self-report format was used to collect data from students regarding academic stress, academic self-efficacy, and academic satisfaction.

Results:

Nursing students had moderate level of academic self-efficacy, high level of academic stress, and low to moderate level of satisfaction about curriculum and faculty performance. Positive relationship found between students Grade Point Average and academic stress and self-efficacy, while there was negative relationship with academic satisfaction (p < .05). None of the demographic variables had was a significant predictor of academic satisfaction (p > .05). regression showed that self-efficacy, interaction, explained 36% of academic satisfaction about faculties.

Conclusion:

Academic self-efficacy anxiety among nursing students found to contribute to their academic satisfaction. Therefore, academics and psychological counselors at academic institutions need to give more attention to the psychosocial interaction and enhance mentoring and counseling skills to their students.

Role of Student Nurse in the Prehospital Medical Teams Responding to the Scene of A Terrorist Attack in France

BACKGROUND

The terrorist attacks in Paris and in Saint-Denis in November 2015 were unprecedented events involving various human and material resources. These events question the role of nurse students in prehospital teams.

PURPOSE

To investigate nursing students' preference about whether they wished to participate in the prehospital care during a terrorist attack.

METHODS

This cross-sectional study was conducted with student nurses, from two nursing schools in the Greater Paris area. They completed an anonymous survey assessing the desire to be called to help the mobile intensive care units (MICU) or another ward; whether their presence should be mandatory, and the feelings associated with their experience. The responses were collected with a visual analogue scale and could range from 1 (yes, very much) to 10 (no, not at all). A Chi-square test was performed for qualitative variables and a Mann-Whitney test for quantitative variables.

FINDINGS

Among 225 students, 205 (91%) responded, 133 (65%) were women. When on duty, 169 (82%) would have preferred to accompany the MICU team, compared with 31 (15%) who would have preferred not to go. Overall, 146 students (71%) considered that this presence should be optional. Only gender was significantly associated with the choice to accompany the MICU team (W = 87% vs. M = 13%; p = .002). Students expressed a moderate feeling of frustration and fear.

DISCUSSION

Students would prefer to assist the MICU team responding to the scene of a terrorist attack but feel this choice should be optional. A discussion in nursing schools and universities should be considered for the implementation of a "systematic" procedure to ensure the student's willingness to participate in such interventions.

Nursing students' stress and coping strategies during clinical training in KSA

Objective

Nursing students are exposed to several stressors during their studies and training. The aim of this study is to assess the degree of stress experienced by nursing students at Albaha University, KSA and the coping strategies they subsequently employ.

Methods

A descriptive cross-sectional study was conducted by a simple random sampling technique on 125 nursing students during their clinical practice. The data were collected by a self-administered questionnaire consisting of demographic variables, the Perceived Stress Scale, and the Coping Behavior Inventory.

Results

Of the 125 participants, 48% were male and 52% were female. The mean age was 21 ± 1.56 years, and they were mostly single 110 (88%). Approximately 65 (52%) were very satisfied and 41 (32.8%) were satisfied with their clinical practice. The main stressors were noise (20; 16%), moving location (nine; 7.2%), social interaction (seven; 5.6%), and personal illness (seven; 5.6%). The perceived stress provoking factors included taking care of patients (1.56 ± 0.45), assignments and workload (1.60 ± 043), lack of professional knowledge and skills (1.24 ± 0.45), field of practice (1.47 ± 0.49), peers and daily life (1.89 ± 0.67), and teachers and nursing staff at hospitals (1.45 ± 079). The strategies used by students to minimise stress included taking a problem-solving approach (1.84 ± 067), staying optimistic (1.56 ± 076), transference (1.34 ± 1.20), and avoidance (1.23 ± 056).

Conclusion

The nursing students in the study cohort were exposed to moderate stress due to different stressors. In response, they frequently used a problem-solving approach and avoidance. However, a standard protocol by institutions is required to help reduce stress among nursing students.

Privacy Issues in the Development of a Virtual Mental Health Clinic for University Students: A Qualitative Study

BACKGROUND

There is a growing need to develop online services for university students with the capacity to complement existing services and efficiently address student mental health problems. Previous research examining the development and acceptability of online interventions has revealed that issues such as privacy critically impact user willingness to engage with these services.

OBJECTIVE

To explore university student perspectives on privacy issues related to using an online mental health service within the context of the development of an online, university-based virtual mental health clinic.

METHODS

There were two stages of data collection. The first stage consisted of four 1.5-hour focus groups conducted with university students (n=19; 10 female, 9 male, mean age = 21.6 years) to determine their ideas about the virtual clinic including privacy issues. The second stage comprised three 1-hour prototype testing sessions conducted with university students (n=6; 3 male, 3 female, mean age = 21.2 years) using participatory design methods to develop and refine a service model for the virtual clinic and determine student views on privacy within this context.

RESULTS

The students raised a number of issues related to privacy in relation to the development of the university virtual clinic. Major topics included the types of personal information they would be willing to provide (minimal information and optional mental health data), concern about potential access to their personal data by the university, the perceived stigma associated with registering for the service, and privacy and anonymity concerns related to online forums contained within the virtual clinic.

CONCLUSIONS

Students would be more comfortable providing personal information and engaging with the virtual clinic if they trust the privacy and security of the service. Implications of this study include building the clinic in a flexible way to accommodate user preferences.

Student nurses' experience working with mentally challenged individuals in South Africa

South African student nurses experience emotional discomfort that might influence their adjustment and coping while working with mentally challenged individuals. Adjustment and coping might impact on their mental health and support needed while working in this challenging context. Student nurses working with mentally challenged individuals experience emotional discomfort that may result in work-related stress. The experiences of student nurses working with mentally challenged individuals were explored and described as it may influence their adjustment, coping and result in work-related stress, impacting on their mental health. The study used a qualitative, explorative, descriptive, contextual research design with a case study as strategy. Thirteen student nurses from a specific higher educational institution in Gauteng, South Africa, participated in the focus group interviews. The researcher utilized reflective journals, a reflective letter, naïve sketches, drawings and field notes to collect data. Data analysis was done according to Tesch's descriptive method of open coding and theme analysis. A central storyline emerged where student nurses described working with mentally challenged individuals as a process of personal transformation that was initiated by an engagement on a deeper emotional level with these individuals. The process of personal transformation started a journey towards the discovery of meaning for the self, as student nurses. Student nurses working in challenging environments during their training may experience emotional discomfort and need additional support in coping and adjustment within this context. The nurse educator plays an important role in providing this support to manage work-related stress as well as in creating learning opportunities for the student nurses working in challenging contexts.

The challenge of contemporary nurse education programmes. Perceived stressors of nursing students: mental health and related lifestyle issues

This study aimed to identify the lifestyle behaviours of nursing students. The research tool was a 146-item questionnaire based upon the College Lifestyle and Attitudinal National survey. Most students considered their mental health as either good or very good. Those in the final year were more likely to rate their mental health poorly. Many experienced programme-related stressors including examinations and assignments and studies in general. More than one-third also reported stressors related to relationships with clinical staff and clinical assessment of competence. There is a concern that the added demands of modern nursing programmes place the student under considerably more pressure, because of competing demands. While many students talk to their peers or family, many do not and prefer rather to go it alone, with some choosing to escape through alcohol or drugs. The support and encouragement of healthy coping mechanisms among nursing students is paramount to ensure a healthy nursing workforce for the future. Nursing students support the mental and physical health of others, and therefore in many ways ought to a role model. Nurturing and supporting their mental health is crucial to the future of profession.

Safeguarding student well-being: establishing a respectful learning environment in undergraduate psychiatric/mental health education

The emotional well-being of psychiatric/mental health student nurses is critical to learners, the educational process and ultimately prospective patients. However, with a focus on client care, the psychological disposition and needs of psychiatric/mental health student nurses can be inadvertently marginalized or overlooked. To augment the extant literature, this paper examines how a respectful learning environment can be instrumental in safeguarding the emotional well-being of learners. Towards this end, this paper synthesizes and consolidates the literature regarding undergraduate psychiatric/mental health student nurse well-being, offers suggestions towards the establishment of a respectful learning environment, and invites further dialogue regarding this salient issue.