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Shnaider N, Warshawski S. The role of perceived stress and social support in nursing students' satisfaction with their initial clinical placement: A cross-sectional study. Nurse Educ Pract 2024; 78:104005. [PMID: 38795471 DOI: 10.1016/j.nepr.2024.104005] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/08/2023] [Revised: 02/24/2024] [Accepted: 05/19/2024] [Indexed: 05/28/2024]
Abstract
AIM To explore: a) students' perceived stress, social support and satisfaction with their initial clinical placement; and b) identify the relationship between perceived stress, social support and student's satisfaction with their initial clinical placement. BACKGROUND Clinical placements are a central element in shaping future nursing professionals. Students' satisfaction with clinical placements influences their learning outcomes and intention to continue their studies. Students experience stress from various sources during their clinical placements and social support has been found to moderate their stress. However, there is a paucity of studies addressing the associations between perceived stress, social support and satisfaction with the initial clinical placement. DESIGN Quantitative cross-sectional study. METHODS Participants included 165s-year nursing students enrolled in the bachelor's program at a central university in Israel during their initial clinical placement. Data were collected between December 2022 and February 2023 using an online questionnaire that contained four parts: personal details, perceived social support, perceived stress and satisfaction with clinical placement. RESULTS Students' perceived stress was found to be negatively correlated to satisfaction with their clinical instructor (r = -0.47, p < 0.001) and with their clinical placement (r = -0.47, p < 0.001). Positive associations were found between satisfaction with the clinical placement and satisfaction with the clinical instructor (r = 0.67, p < 0.001). Significant differences were found in perceived stress and social support according to sociodemographic characteristics. Students perceived stress, social support from family and friends and satisfaction with their clinical instructor explained 54% of their satisfaction with their initial clinical placements. CONCLUSIONS Clinical instructors and nurse educators are central to students' initial clinical experience. It is recommended that they assess students' perceived stress in the clinical environment, integrate stress reduction strategies into the curriculum and encourage students to turn to various sources for social support. These can promote students' satisfaction and success in their studies.
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Affiliation(s)
- Natali Shnaider
- Meir Academic Nursing School, Meir Medical Centre, Clalit Health Services, Israel
| | - Sigalit Warshawski
- Nursing Department, School of Health Professions, Faculty of Medicine, Tel Aviv University, 69978, Israel.
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Dias JM, Subu MA, Al-Yateem N, Ahmed FR, Rahman SA, Abraham MS, Forootan SM, Sarkhosh FA, Javanbakh F. Nursing students' stressors and coping strategies during their first clinical training: a qualitative study in the United Arab Emirates. BMC Nurs 2024; 23:322. [PMID: 38734635 PMCID: PMC11088033 DOI: 10.1186/s12912-024-01962-5] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/06/2024] [Accepted: 04/22/2024] [Indexed: 05/13/2024] Open
Abstract
BACKGROUND Understanding the stressors and coping strategies of nursing students in their first clinical training is important for improving student performance, helping students develop a professional identity and problem-solving skills, and improving the clinical teaching aspects of the curriculum in nursing programmes. While previous research have examined nurses' sources of stress and coping styles in the Arab region, there is limited understanding of these stressors and coping strategies of nursing students within the UAE context thereby, highlighting the novelty and significance of the study. METHODS A qualitative study was conducted using semi-structured interviews. Overall 30 students who were undergoing their first clinical placement in Year 2 at the University of Sharjah between May and June 2022 were recruited. All interviews were recorded and transcribed verbatim and analyzed for themes. RESULTS During their first clinical training, nursing students are exposed to stress from different sources, including the clinical environment, unfriendly clinical tutors, feelings of disconnection, multiple expectations of clinical staff and patients, and gaps between the curriculum of theory classes and labatories skills and students' clinical experiences. We extracted three main themes that described students' stress and use of coping strategies during clinical training: (1) managing expectations; (2) theory-practice gap; and (3) learning to cope. Learning to cope, included two subthemes: positive coping strategies and negative coping strategies. CONCLUSIONS This qualitative study sheds light from the students viewpoint about the intricate interplay between managing expectations, theory practice gap and learning to cope. Therefore, it is imperative for nursing faculty, clinical agencies and curriculum planners to ensure maximum learning in the clinical by recognizing the significance of the stressors encountered and help students develop positive coping strategies to manage the clinical stressors encountered. Further research is required look at the perspective of clinical stressors from clinical tutors who supervise students during their first clinical practicum.
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Affiliation(s)
- Jacqueline Maria Dias
- Department of Nursing, College of Health Sciences, University of Sharjah, POBox, Sharjah, 272272, UAE.
| | - Muhammad Arsyad Subu
- Department of Nursing, College of Health Sciences, University of Sharjah, POBox, Sharjah, 272272, UAE
| | - Nabeel Al-Yateem
- Department of Nursing, College of Health Sciences, University of Sharjah, POBox, Sharjah, 272272, UAE
| | - Fatma Refaat Ahmed
- Department of Nursing, College of Health Sciences, University of Sharjah, POBox, Sharjah, 272272, UAE
| | - Syed Azizur Rahman
- Department of Nursing, College of Health Sciences, University of Sharjah, POBox, Sharjah, 272272, UAE
- Health Care Management, College of Health Sciences, University of Sharjah, Sharjah, United Arab Emirates
| | - Mini Sara Abraham
- Department of Nursing, College of Health Sciences, University of Sharjah, POBox, Sharjah, 272272, UAE
| | - Sareh Mirza Forootan
- Department of Nursing, College of Health Sciences, University of Sharjah, POBox, Sharjah, 272272, UAE
| | - Farzaneh Ahmad Sarkhosh
- Department of Nursing, College of Health Sciences, University of Sharjah, POBox, Sharjah, 272272, UAE
| | - Fatemeh Javanbakh
- Department of Nursing, College of Health Sciences, University of Sharjah, POBox, Sharjah, 272272, UAE
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Tsai LH, See LC, Fan JY, Tsai CC, Chen CM, Peng WS. Trajectory of change in perceived stress, coping strategies and clinical competence among undergraduate nursing students during clinical practicum: a longitudinal cohort study. BMC MEDICAL EDUCATION 2024; 24:349. [PMID: 38553678 PMCID: PMC10981337 DOI: 10.1186/s12909-024-05332-2] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/23/2023] [Accepted: 03/20/2024] [Indexed: 04/01/2024]
Abstract
BACKGROUND Clinical practicum is crucial for strengthening nursing students' clinical competence. However, nursing students often experience considerable stress during clinical practicum, and so they employ coping strategies to alleviate it. There is almost no empirical evidence on the change trajectory of perceived stress, coping strategies, and clinical competence among nursing students during a one-year clinical practicum. This study aimed to investigate the trajectory of change in perceived stress, coping strategies, and clinical competence among undergraduate nursing students during a one-year clinical practicum. METHODS This study used a longitudinal cohort design. Undergraduate nursing students were recruited from a science and technology university in Taiwan to participate from February 2021 to January 2022. Perceived stress, coping strategies, and clinical competence among students in basic training practicum (T1), advanced training practicum (T2), and comprehensive clinical nursing practicum (T3) were surveyed by using the Perceived Stress Scale (PSS), Coping Behaviour Inventory (CBI), and Clinical Competence Scale (CCS). PSS, CBI, and CCS in T1, T2, and T3 were compared using a generalized estimating equation (GEE) to deal with correlated data. The level of statistical significance was set at α = 0.05. RESULTS A total of 315 undergraduate nursing students completed the questionnaire. The study results show that the overall perceived stress of the students is the highest in T2 and the lowest in T3. The main source of stress of the students is 'taking care of patients' at T1 and 'lack of professional knowledge and skills' at T2 and T3. Students' perceived stress in 'taking care of patients' gradually decreases over time. The four coping strategies of CBI, which are 'stay optimistic', 'problem-solving', 'transference' and 'avoidance' in this order, remain the same ranking in three surveys.The main stress coping strategy used by students is 'stay optimistic', while the coping strategy 'avoidance' is used more frequently in T2 than in T1 and T3. Students' mean scores of the overall clinical competence and in the 'general nursing' and 'management' subscales in T3 are higher than those in T1 and T2. However, their mean scores in 'self-growth' and 'positivity' subscales are the highest in T1 and the lowest in T2. CONCLUSIONS The results show that through experiential learning in clinical practicum at different stages time after time, students' overall perceived stress is the lowest and their overall clinical competence is the highest in T3. The main coping strategy used when students managed stress is 'stay optimistic'. According to the results, we suggest that clinical educators provide students with appropriate guidance strategies at different stages of stress and continue to follow up the clinical competence and retention rates of these nursing students in the workplace in the future.
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Affiliation(s)
- Li-Hung Tsai
- Department of Nursing, Chang Gung University of Science and Technology, 261, Wenhua 1St Rd., Guishan Dist., Taoyuan City, 33303, Taiwan.
| | - Lai-Chu See
- Biostatistics Core Laboratory, Molecular Medicine Research Center, Chang Gung University, Taoyuan City, Taiwan
- Department of Public Health, College of Medicine, Chang Gung University, Taoyuan City, Taiwan
- Division of Rheumatology, Allergy and Immunology, Department of Internal Medicine, Chang Gung Memorial Hospital, Linkou, Taiwan
| | - Jun-Yu Fan
- Department of Nursing & Graduate Institute of Nursing, Chang Gung University of Science and Technology, Taoyuan City, Taiwan
- Division of Nursing, Chang Gung Memorial Hospital, Linkou, Taiwan
| | - Ching-Ching Tsai
- Department of Nursing, Chang Gung University of Science and Technology, 261, Wenhua 1St Rd., Guishan Dist., Taoyuan City, 33303, Taiwan
- Department of Cardiology, Chang Gung Memorial Hospital, Linkou, Taiwan
| | - Chuan-Mei Chen
- Department of Nursing, Central Taiwan University of Science and Technology, Taichung City, Taiwan
| | - Wei-Sheng Peng
- Biostatistics Core Laboratory, Molecular Medicine Research Center, Chang Gung University, Taoyuan City, Taiwan
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El-Sayed MM, Elhay ESA, Hawash MM, Sonbol HM, Taha SM. A closer look: obsessive-compulsive symptoms among intern nurses amidst COVID-19 pandemic. BMC Nurs 2024; 23:214. [PMID: 38549136 PMCID: PMC10976757 DOI: 10.1186/s12912-024-01872-6] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/08/2023] [Accepted: 03/15/2024] [Indexed: 04/01/2024] Open
Abstract
BACKGROUND The distinctive circumstances and socio-cultural context in Egypt make it crucial to explore the psychological well-being of intern nurses amid the COVID-19 pandemic, with a specific focus on obsessive-compulsive symptoms. This study aimed to investigate the influence of fear of COVID-19 on obsessive-compulsive symptoms among intern nurses. METHODS A cross-sectional survey involving 375 randomly recruited intern nurses was conducted. Data collected included the Fear of COVID-19 Scale and the Short Version of the Arabic Obsessive-Compulsive Scale. RESULTS A significant relationship was found between the fear of COVID-19 and the severity of obsessive-compulsive symptoms among the participants (r = 0.472, p = 0.000). A stepwise regression analysis indicated that the fear of COVID-19, living in urban regions, frequency of COVID-19 infection, and increased number of infected family members may contribute to the severity of Obsessive-Compulsive Symptoms with adjusted R2 value = 27.5%. CONCLUSION The findings suggest that the COVID-19 pandemic has had significant psychological impacts on newly qualified nurses during their internship training period, including the manifestation of mental health symptoms such as Obsessive-Compulsive Symptoms. It was observed that urban residents, intern nurses with recurrent COVID-19 infections, and those with more infected family members exhibited a higher severity of OCS. These findings underscore the need for further research to investigate additional factors that may influence OCS severity.
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Affiliation(s)
- Mona Metwally El-Sayed
- Psychiatric and Mental Health Nursing, Faculty of Nursing, Alexandria University, Alexandria, Egypt.
| | - Eman Sameh Abd Elhay
- Psychiatric and Mental Health Nursing, Faculty of Nursing, Mansoura University, Mansoura, Egypt
| | - Manal Mohammed Hawash
- Gerontological Nursing, Faculty of Nursing, Alexandria University, Alexandria, Egypt
| | | | - Samah Mohamed Taha
- Psychiatric Nursing and Mental Health, Faculty of Nursing, Mansoura University, Mansoura, Egypt
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Chaabane S, Chaabna K, Khawaja S, Aboughanem J, Mittal D, Mamtani R, Cheema S. Sleep disorders and associated factors among medical students in the Middle East and North Africa: a systematic review and meta-analysis. Sci Rep 2024; 14:4656. [PMID: 38409132 PMCID: PMC10897338 DOI: 10.1038/s41598-024-53818-2] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/19/2023] [Accepted: 02/05/2024] [Indexed: 02/28/2024] Open
Abstract
Sleep disturbances like poor and insufficient sleep are common among medical students in the Middle East and North Africa (MENA) countries; however, the extent of medically defined sleep disorders (SDs) remains unclear. This meta-analysis determines SD prevalence and identifies associated factors among medical students in the MENA. PubMed, Web of Science, Google Scholar, and reference lists of included studies were searched (latest search: June 2022). Meta-analyses included 22 studies and were performed using random-effect models. Included studies used self-reported screening tools for assessing SDs and then estimated the proportion of participants at high risk of developing a SD. Central disorders of hypersomnolence were the most prevalent SD [prevalencepooled range: 30.9% (Jordan) to 62.5% (Saudi Arabia)], followed by insomnia disorders [prevalencepooled range: 30.4% (Jordan) to 59.1% (Morocco)], circadian rhythm sleep-wake disorders [prevalencepooled range: 13.5% (Jordan) to 22.4% (Saudi Arabia)], sleep-related breathing disorders [prevalencepooled range: 12.2% (Jordan) to 22.5% (Pakistan)], sleep-related movement disorders [prevalencepooled range: 5.9% (Egypt) to 30.6% (Saudi Arabia)], and parasomnias [prevalencepooled range: 5.6% (Jordan) to 17.4% (Saudi Arabia)]. Female sex, studying in the latter academic years, having anxiety, excessive internet use, and poor academic performance were significantly associated with SDs. SDs are prevalent among MENA medical students. Implementing student-centered interventions targeting high risk groups in medical schools should be considered to improve students' health and wellbeing.
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Affiliation(s)
- Sonia Chaabane
- Institute for Population Health, Weill Cornell Medicine - Qatar, Education City, Qatar Foundation, P.O. Box. 24144, Doha, Qatar.
| | - Karima Chaabna
- Institute for Population Health, Weill Cornell Medicine - Qatar, Education City, Qatar Foundation, P.O. Box. 24144, Doha, Qatar
| | - Salina Khawaja
- Institute for Population Health, Weill Cornell Medicine - Qatar, Education City, Qatar Foundation, P.O. Box. 24144, Doha, Qatar
| | - Jasmine Aboughanem
- Institute for Population Health, Weill Cornell Medicine - Qatar, Education City, Qatar Foundation, P.O. Box. 24144, Doha, Qatar
| | - Dhruv Mittal
- Intern, Institute for Population Health, Weill Cornell Medicine - Qatar, Education City, Qatar Foundation, P.O. Box. 24144, Doha, Qatar
| | - Ravinder Mamtani
- Institute for Population Health, Weill Cornell Medicine - Qatar, Education City, Qatar Foundation, P.O. Box. 24144, Doha, Qatar
| | - Sohaila Cheema
- Institute for Population Health, Weill Cornell Medicine - Qatar, Education City, Qatar Foundation, P.O. Box. 24144, Doha, Qatar
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Marendić M, Aranza D, Aranza I, Vladislavić S, Kolčić I. Differences between Health and Non-Health Science Students in Lifestyle Habits, Perceived Stress and Psychological Well-Being: A Cross-Sectional Study. Nutrients 2024; 16:620. [PMID: 38474748 DOI: 10.3390/nu16050620] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/13/2024] [Revised: 02/13/2024] [Accepted: 02/22/2024] [Indexed: 03/14/2024] Open
Abstract
The aim of this study was to investigate lifestyle habits in health and non-health science students from the University of Split, Croatia, and to evaluate their association with perceived stress and psychological well-being. We surveyed 783 students during February-March 2021. Hierarchical multiple regression analysis was used in the analysis. Health science students spent less time using screens, were sitting less, slept less, but also showed better compliance with the Mediterranean diet compared to non-health science students (10.6% vs. 5.9%). There were no differences in stress and well-being perception between the two study groups. Female gender, lack of sleep, less daily sitting time, anxiety, and lower optimism were associated with higher stress in non-health science students, while anxiousness and more sitting were found to be significant among health students. Well-being among health science students was positively associated with BMI, having had COVID-19, being refreshed after waking up during working days, Mediterranean diet adherence, health perception, optimism, and quality of life, and negatively with TV time and anxiousness. Shorter sleep duration on non-working days, feeling refreshed after waking up on non-working days, higher quality of life and optimism, and lower anxiousness were associated with higher well-being among non-health students. Identifying unhealthy lifestyle habits in students is essential for implementing targeted interventions to better their health outcomes.
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Affiliation(s)
- Mario Marendić
- University Department of Health Studies, University of Split, 21000 Split, Croatia
| | - Diana Aranza
- University Department of Health Studies, University of Split, 21000 Split, Croatia
| | - Ivan Aranza
- Institute of Emergency Medicine of Split-Dalmatia County, 21000 Split, Croatia
| | - Silvija Vladislavić
- University Department of Health Studies, University of Split, 21000 Split, Croatia
| | - Ivana Kolčić
- School of Medicine, University of Split, 21000 Split, Croatia
- Algebra LAB, Algebra University College, 10000 Zagreb, Croatia
- Psychiatric Clinic Sveti Ivan, 10000 Zagreb, Croatia
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Labrague LJ. Umbrella Review: Stress Levels, Sources of Stress, and Coping Mechanisms among Student Nurses. NURSING REPORTS 2024; 14:362-375. [PMID: 38391073 PMCID: PMC10885020 DOI: 10.3390/nursrep14010028] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/18/2023] [Revised: 02/03/2024] [Accepted: 02/04/2024] [Indexed: 02/24/2024] Open
Abstract
Prelicensure nursing students face significant stress from their education and clinical placements, highlighting the crucial need for the development of effective coping mechanisms with which to manage both academic and clinical responsibilities, ultimately enhancing the wellbeing and academic performance of these students. This umbrella review aims to evaluate and synthesize existing review articles that examine stress levels and coping mechanisms among student nurses during their education and training. Five databases (PsycINFO, PubMed, CINAHL, Scopus and Web of Science) were searched for review articles published from 2010 onwards. This review includes twelve articles, encompassing 189 studies. The review findings demonstrate that student nurses experience moderate-to-high levels of stress during their nurse education. Major sources of stress include academic demands, patient care responsibilities, and interactions with nursing staff and faculty. Commonly utilized coping skills involve problem-solving behaviors, transference, and maintaining an optimistic outlook. Given the adverse consequences of stress, nurse educators play a critical role in the development of strategies with which to reduce stress and enhance coping skills among student nurses. This study was not registered.
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Affiliation(s)
- Leodoro J Labrague
- Marcella Neihoff School of Nursing, Loyola University Chicago, Chicago, IL 60611, USA
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El-Ashry AM, Elsayed SM, Ghoneam MA, Atta MHR. Compassion fatigue and stress related to cardiopulmonary resuscitation: a study of critical care nurses' experiences. BMC Nurs 2023; 22:482. [PMID: 38110907 PMCID: PMC10726549 DOI: 10.1186/s12912-023-01640-y] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/13/2023] [Accepted: 12/05/2023] [Indexed: 12/20/2023] Open
Abstract
BACKGROUND Cardiopulmonary resuscitation (CPR) is considered one of the most stressful experiences in critical care nursing; it directly and indirectly leads to compassion fatigue and burnout. AIM Determine the levels of and relationship between postcode stress and compassion fatigue. DESIGN AND METHODS A descriptive-correlational study using 300 critical care nurses from five intensive care units in two hospitals was conducted. TOOLS Demographic and work-related data, the Postcode Stress Scale, and the Professional Quality of Life Scale: Compassion Fatigue subscale. RESULTS Nurses had moderate to high postcode stress and compassion fatigue (67.98 ± 16.39 and 65.40±14.34, respectively). Moreover, there was a significant positive correlation between postcode stress, burnout (r=0.350, p=<0.001), secondary traumatic stress (r=0.518, p=<0.001), and subsequently, compassion fatigue (r=0.449, p=<0.001). In addition, higher levels of postcode stress were associated with higher levels of compassion fatigue with its subscales: burnout and secondary traumatic stress, with a coefficient of determination for compassion fatigue (0.199), burnout subscale (0.121), and secondary traumatic stress (0.266). CONCLUSION Critical care nurses involved in resuscitation experiences are susceptible to postcode stress, burnout, secondary traumatic stress, and compassion fatigue. There is a significant relationship between these factors, with higher levels of postcode stress contributing to higher levels of compassion fatigue and its subscales: burnout and secondary traumatic stress. These results highlight the importance of addressing and managing the psychological well-being of nurses in resuscitation settings to mitigate the adverse effects of stress and promote their overall resilience and well-being.
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Affiliation(s)
- Ayman Mohamed El-Ashry
- Psychiatric and Mental Health Nursing Department, Faculty of Nursing, Alexandria University, Alexandria, Egypt.
| | - Shimmaa Mohamed Elsayed
- Critical Care and Emergency Nursing Department, Faculty of Nursing, Damanhour University, Damanhour, Egypt
| | - Mohamed Adel Ghoneam
- Critical Care and Emergency Nursing Department, Faculty of Nursing, Beni-Suef University, Beni-Suef, Egypt
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Cheng WLS, Chow PPK, Wong FMF, Ho MM. Associations among stressors, perceived stress, and psychological distress in nursing students: a mixed methods longitudinal study of a Hong Kong sample. Front Psychol 2023; 14:1234354. [PMID: 37663346 PMCID: PMC10469707 DOI: 10.3389/fpsyg.2023.1234354] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/08/2023] [Accepted: 08/04/2023] [Indexed: 09/05/2023] Open
Abstract
Background Nursing students are at risk for high-stress levels and psychological distress. Limited longitudinal studies have been conducted examining factors associated with stress levels and psychological distress of nursing students in their course of study. Purpose The purpose of this study was to examine the levels of stress and corresponding stressors, particularly those predicting psychological distress, among nursing students over their 5 years of study. Methods A longitudinal design, using questionnaires and focus group interviews of a single cohort of nursing students in Hong Kong and following them over their 5 years of training. The Stressors in Nursing Students Scale-Chinese version and the Chinese version of General Health Questionnaire-12 were used to assess stress levels and psychological distress, respectively. Results Ninety-seven participants completed the questionnaires 5 times. Quantitative findings revealed that the overall stress levels of the nursing students increased over 5 years (from mean = 3.08 to 3.33), with the highest levels in the second wave (mean = 3.33). Nursing students experienced higher stress during years 2 (p = 0.006) and 4 (p = 0.037). Psychological distress was the highest in year 3 (sum score = 18.47) (p = 0.002) but declined from year 4 (p < 0.001). Thematic analysis revealed that academic performance issues, coping challenges, unfavorable learning environments, relationships were identified as the stressors. However, nursing students also used positive coping strategies to pursue success and seek support. Conclusion This study suggests that the year of study is a significant predictor of stress levels among nursing students, especially during the first and senior years due to heavy academic workload. Psychological distress was observed among nursing students, and those who worked more part-time jobs tended to report higher levels of distress. The junior year was associated with higher levels of distress related to financial and time-related stress, while academic and personal problems were more prevalent during the senior year.
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Affiliation(s)
- Winnie Lai Sheung Cheng
- School of Health Sciences, Caritas Institute of Higher Education, Tseung Kwan O New Town, Hong Kong SAR, China
| | | | | | - Mandy Man Ho
- School of Nursing, The University of Hong Kong, Pokfulam, Hong Kong SAR, China
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10
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Cambridge P, Brockenshire N, Bridge N, Jarden RJ. Entry to practice nursing students' experiences of debriefing during clinical practice: A qualitative meta-synthesis. NURSE EDUCATION TODAY 2023; 128:105871. [PMID: 37393654 DOI: 10.1016/j.nedt.2023.105871] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/04/2022] [Revised: 05/11/2023] [Accepted: 06/05/2023] [Indexed: 07/04/2023]
Abstract
OBJECTIVES The objectives of this review were to identify, explore and synthesize existing evidence in the literature of nursing students' experiences of debriefing in their clinical practice placements. DESIGN Qualitative meta-synthesis. DATA SOURCES Databases included Cumulative Index of Nursing and Allied Health Literature, Education Resources Information Centre, Medical Literature Analysis and Retrieval System Online, and Scopus. Qualitative studies were considered for inclusion if published in English, reporting primary data analysis including experiences of nursing students. The final search was conducted on 22 October 2021, no time limit was applied. REVIEW METHODS Qualitative studies were identified and appraised. Across the included studies, authors' themes and metaphors, and participant quotes were inductively analysed and interpreted, then expressed in the synthesis. RESULTS Three new themes representing nursing students' experiences of debriefing were constructed. Theme one, 'It didn't happen formally, but I needed it', included students expressing the value of, and wanting to be involved in, debriefing to gain validation, reassurance, and guidance. Theme two, 'I had to release it and it helped' included students' positive experiences of debriefing with another student, nurse, or confidant, through various modalities. These experiences affirmed they were not alone in their feelings, which provided relief, confidence, and new ways of thinking and practicing. Theme three, 'Strengthened clinical experience and learning', included students feeling debriefing supported their awareness and understanding of practice and increased participation in clinical experiences. This awareness and understanding provided an opportunity for students to explore, and reflect on, the impact of patient care. CONCLUSIONS Through debriefing student nurses found relief, confidence, and new ways of thinking through a shared understanding. Debriefing supported student learning and the clinical-academic education team had a key role in creating this opportunity.
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Affiliation(s)
- Prue Cambridge
- Department of Nursing, Faculty of Medicine, Dentistry and Health Sciences, The University of Melbourne, 161 Barry Street, Victoria 3010, Australia.
| | - Naomi Brockenshire
- Department of Nursing, Faculty of Medicine, Dentistry and Health Sciences, The University of Melbourne, 161 Barry Street, Victoria 3010, Australia.
| | - Nicholas Bridge
- Department of Nursing, Faculty of Medicine, Dentistry and Health Sciences, The University of Melbourne, 161 Barry Street, Victoria 3010, Australia.
| | - Rebecca J Jarden
- Department of Nursing, Faculty of Medicine, Dentistry and Health Sciences, The University of Melbourne, 161 Barry Street, Victoria 3010, Australia; Austin Health, Melbourne, Australia.
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11
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Ahmed I, Hazell CM, Edwards B, Glazebrook C, Davies EB. A systematic review and meta-analysis of studies exploring prevalence of non-specific anxiety in undergraduate university students. BMC Psychiatry 2023; 23:240. [PMID: 37041470 PMCID: PMC10088287 DOI: 10.1186/s12888-023-04645-8] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 06/09/2022] [Accepted: 02/28/2023] [Indexed: 04/13/2023] Open
Abstract
BACKGROUND Anxiety is a common mental health problem in the general population, and is associated with functional impairment and negative impacts upon quality of life. There has been increased concern about university students' mental health in recent years, with a wide range of non-specific anxiety rates reported worldwide in undergraduate university students. We aimed to explore prevalence of non-specific anxiety in undergraduate university student populations. METHODS Four databases were searched to identify studies published between 1980 and 2020 which investigated prevalence of non-specific anxiety in undergraduate university students. Each study's quality was appraised using a checklist. Sub-analyses were undertaken reflecting outcome measure utilized, course of study, location of study, and whether study was before or during the COVID-19 pandemic. RESULTS A total of 89 studies - representing approx. 130,090 students-met inclusion criteria. Eighty-three were included in meta-analysis, calculating a weighted mean prevalence of 39.65% (95% CI: 35.72%-43.58%) for non-specific anxiety. Prevalence from diagnostic interview studies ranged from 0.3%-20.8% 12-month prevalence. Prevalence varied by outcome measure used to assess non-specific anxiety, the type of course studied by sample, and by study location. In half the studies, being female was associated with being more likely to have higher non-specific anxiety scores and/or screening above thresholds. Few of the included studies met all quality appraisal criteria. CONCLUSION The results suggest that approximately a third of undergraduate students are experiencing elevated levels of non-specific anxiety. Results from sub-analyses have identified some methodological issues that need consideration in appraising prevalence in this population.
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Affiliation(s)
- Irtiqa Ahmed
- School of Medicine, University of Nottingham, Nottingham, UK
| | - Cassie M Hazell
- Department of Psychological Interventions, University of Surrey, Guildford, UK.
| | - Bethany Edwards
- School of Social Sciences and Humanities, University of Westminster, London, UK
| | - Cris Glazebrook
- Clinical Neurosciences and Mental Health, School of Medicine, Institute of Mental Health, University of Nottingham, Nottingham, UK
| | - E Bethan Davies
- Clinical Neurosciences and Mental Health, School of Medicine, Institute of Mental Health, University of Nottingham, Nottingham, UK
- NIHR MindTech MedTech Co-Operative, Institute of Mental Health, School of Medicine, The University of Nottingham, Nottingham, UK
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Kamali M, Mousavi SK, Saed O. Personality Traits and the Clinical Environment`s Stress Resources in Nursing Students. IRANIAN JOURNAL OF NURSING AND MIDWIFERY RESEARCH 2023; 28:167-173. [PMID: 37332369 PMCID: PMC10275460 DOI: 10.4103/ijnmr.ijnmr_42_21] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Download PDF] [Subscribe] [Scholar Register] [Received: 01/30/2021] [Revised: 12/23/2022] [Accepted: 12/26/2022] [Indexed: 06/20/2023]
Abstract
Background The clinical environment always has been the most stressful course of nursing education. Personality traits can be influential factors in stress resources and responding to stress. The present study investigates the correlation between personality traits and nursing students' stress resources in the clinical environment. Material and Methods This descriptive correlational study was planned and performed on Zanjan University of Medical Sciences nursing students. The research population was 215 students selected by stratified random sampling method from all nursing students in the third to eighth semesters. We used an electronic questionnaire for data gathering, including three sections: demographic characteristics, NEO personality traits, and stress resources in the clinical environment. The data were analyzed using descriptive and inferential statistics. Results The most and least stressful resources were related to the score of unpleasant emotions and interpersonal relationships. We found a significant positive correlation between neuroticism personality traits and all four stress resources (p < 0.05). The results also showed a significant correlation between all scores of personality traits and perceived stress from unpleasant emotions except the openness to experience trait (p < 0.05). Furthermore, the relationship between age, gender, semester, interest, and stress resources in the clinical environment was statistically significant (p < 0.05). Conclusions Paying attention to the nursing student's clinical performance to maintain the patient's health is vital and unavoidable. Therefore, more than ever in the preclinical course of nursing education, improving the psychological readiness and simulation training method can reduce the harmful effects of the clinical environment's stress resources on their clinical performance.
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Affiliation(s)
- Mohsen Kamali
- Department of Nursing, Abhar School of Nursing, Zanjan University of Medical Sciences, Zanjan, Iran, PhD Candidate of Medical Education, Department of Medical Education, Virtual School of Medical Education and Management, Shahid Beheshti University of Medical Sciences, Tehran, Iran
| | - Seyed Kazem Mousavi
- Department of Nursing, Abhar School of Nursing, Zanjan University of Medical Sciences, Zanjan, Iran, PhD Candidate of Nursing, Shahid Beheshti School of Nursing and Midwifery, Guilan University of Medical Sciences, Rasht, Iran
| | - Omid Saed
- Department of Clinical Psychology, School of Medicine, Zanjan University of Medical Sciences, Zanjan, Iran
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Clinical environmental stressors and coping behaviors among undergraduate nursing students in Saudi Arabia: A cross-sectional study. Int J Nurs Sci 2022; 10:97-103. [PMID: 36860718 PMCID: PMC9969058 DOI: 10.1016/j.ijnss.2022.12.007] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/11/2022] [Revised: 11/26/2022] [Accepted: 12/18/2022] [Indexed: 12/24/2022] Open
Abstract
Objectives This study aimed to explore the level of stress, stressors sources, and coping strategies used among female Saudi undergraduate nursing students during their clinical practice. Methods A cross-sectional design was used. Using a convenience sampling technique, female nursing students in Riyadh, Jeddah, and Alahsa who enrolled in clinical courses were recruited from a governmental university from January to May 2022. Data were collected using a self-report questionnaire including socio-demographic characteristics, the Perceived Stress Scale (PSS), and the Coping Behavior Inventory (CBI). Results The degree of stress perceived by the 332 participants ranged from 3 to 99 (54.77 ± 0.95). Stress from assignments and workload was the most common type of stressor perceived by nursing students, with a score of 2.61 ± 0.94, followed by stress from the environment, with a score of 1.18 ± 0.47. Meanwhile, the students used staying optimistic as the most adopted strategy, with a score of 2.38 ± 0.95, followed by the transference strategy, a score of 2.36 ± 0.71, and the problem-solving strategy scored 2.35 ± 1.01. The coping strategy of avoidance is positively correlated with all of the stressor types (P < 0.01), while the problem-solving strategy is negatively correlated with stress from peers and daily life (r = -0.126, P < 0.05). Transference is positively correlated with stress from assignments and workload (r = 0.121, P < 0.05), and stress from teachers and nursing staff (r = 0.156, P < 0.01). Lastly, staying optimistic is negatively correlated with stress from taking care of patients (r = -0.149, P < 0.01), and with stress from lack of professional knowledge and skills (r = -0.245, P < 0.01). Conclusions These research findings are significant for nursing educators to identify nursing students' main stressors and coping strategies used. Effective countermeasures should be taken to promote a healthy learning environment, decrease the level of stressors and improve students' coping strategies during clinical practice.
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Chaabna K, Chaabane S, Jithesh A, Doraiswamy S, Mamtani R, Cheema S. Effect of the COVID-19 pandemic on the proportion of physically active children and adults worldwide: A systematic review and meta-analysis. Front Public Health 2022; 10:1009703. [PMID: 36568744 PMCID: PMC9780669 DOI: 10.3389/fpubh.2022.1009703] [Citation(s) in RCA: 6] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/02/2022] [Accepted: 11/21/2022] [Indexed: 12/13/2022] Open
Abstract
Introduction Safety measures implemented to address the COVID-19 pandemic have had a profound impact on the mobility of people worldwide We synthesized the global evidence on physical activity (PA) participation before and during the pandemic. Methods We conducted a systematic review, searching PubMed, Embase, WHO Global literature on coronavirus disease (between January 2020 and April 2022), and reference lists. Meta-analysis and meta-regression were conducted to quantitatively synthesize the data. Results and discussion Sixty-three primary studies were included. In children, the global pooled prevalence of PA was 46.4% before the pandemic, 40.6% during the pandemic before movement restriction (MR), and 19.5% during MR. A statistically significant decrease in prevalence was observed between the period before the pandemic and the period during which MR was implemented (p < 0.001). In adults, the global pooled prevalence (both sexes) decreased between the periods before the pandemic (64.7%) and during MR (57.0%). During the period of COVID-19 MR, children had significantly lower odds to meet the WHO PA recommendation than adults (19.5%, 95%CI: 15.8-23.8% vs. 57.0%, 95%CI: 43.3-62.5%; OR = 0.21; p ≤ 0.001). Patient populations were less active than the general population, and their PA levels decreased during the pandemic. Mental and physical health benefits of PA have been well-demonstrated. Prioritizing PA in health campaigns and strategies is critical to address health issues exacerbated during this pandemic. Protocol registration doi: 10.17605/OSF.IO/GVABX.
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Affiliation(s)
- Karima Chaabna
- Institute for Population Health, Weill Cornell Medicine - Qatar, Education City, Qatar Foundation, Ar-Rayyan, Qatar
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Mazalová L, Gurková E, Štureková L. Nursing students' perceived stress and clinical learning experience. Nurse Educ Pract 2022; 64:103457. [PMID: 36182730 DOI: 10.1016/j.nepr.2022.103457] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/16/2022] [Revised: 09/08/2022] [Accepted: 09/16/2022] [Indexed: 11/25/2022]
Abstract
BACKGROUND Stressors among nursing students arise from both academic activities and clinical placement. Understanding how nursing students perceive academic and clinical stressors and the clinical learning environment could help develop useful approaches to reducing levels of stress and contribute to the maintenance of a good learning environment. There is a paucity of studies that investigated associations between the clinical learning environment and the stress of nursing students. OBJECTIVES To investigate the relationship between the perception of the clinical learning environment and stress in nursing students; to compare the perception of the clinical learning environment and stress in terms of the year and terms of the organization of supervision. DESIGN Cross-sectional correlation study SETTINGS: University PARTICIPANTS: The sample consisted of 155 nursing students in the bachelor's degree program. During the four academic years, students of individual years of the bachelor's study program were included in the study after completing all clinical placements in a given academic year. METHODS The following instruments were used for the data collection: Clinical Learning Environment, Supervision and Nurse Teacher evaluation scale, Perceived Stress Scale; Physio-Psycho-Social Response Scale and Coping Behaviour Inventory. Correlation analysis and multiple linear regression analysis using stepwise methods were used to determine the relationships between the variables. RESULTS The clinical learning environment is a strong predictor of students' perceptions of stress related to teachers and nursing staff. Types and degrees of stressful events during clinical practice varied between years of study. The experience with supervision was related to the overall perception of the clinical learning environment, but not to the students' physio-psychosocial status, types of stressful events during clinical practice and coping behaviors. Also, the differences in the students' physio-psychosocial status were not significant in terms of individual years of study and method of supervision. CONCLUSIONS There is a significant relationship between the clinical learning environment and the perception of academic stress. The attitude of the teacher and the medical staff can thus be important in influencing the level of stress in nursing students.
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Affiliation(s)
- Lenka Mazalová
- Department of Nursing, Faculty of Health Science, Palacký University in Olomouc, Hněvotínska Street 976/3, 775 15, Olomouc, Czech Republic.
| | - Elena Gurková
- Department of Nursing, Faculty of Health Care, University of Prešov in Prešov, Partizánska Street 1, 080 01, Prešov, Slovakia.
| | - Lenka Štureková
- Department of Nursing, Faculty of Health Science, Palacký University in Olomouc, Hněvotínska Street 976/3, 775 15, Olomouc, Czech Republic.
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Moore B. Diversity in Nursing Education: Middle Eastern Students. J Nurs Educ 2022; 61:570-578. [DOI: 10.3928/01484834-20220803-09] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/05/2022]
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Cheng WLS, Young PMC, Luk KKH. Moderating Role of Coping Style on the Relationship between Stress and Psychological Well-Being in Hong Kong Nursing Students. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2022; 19:ijerph191811822. [PMID: 36142095 PMCID: PMC9517412 DOI: 10.3390/ijerph191811822] [Citation(s) in RCA: 4] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/17/2022] [Revised: 09/12/2022] [Accepted: 09/16/2022] [Indexed: 05/31/2023]
Abstract
AIMS AND OBJECTIVES To examine whether coping styles moderate the influence of stressors and psychological well-being in Hong Kong nursing students. BACKGROUND Stress could contribute to psychological distress in nursing students. Coping strategies are essential to mitigate psychological distress. So far, the moderating effects of coping between stressors and psychological well-being has not been thoroughly investigated. DESIGN This is a cross-sectional study conducted at four higher education institutions in Hong Kong. METHODS We recruited a convenience sample of 293 nursing students in February 2018. The Stressors in Nursing Students Scale-Chinese version (SINS-CN), Brief Cope Inventory-Chinese version (Brief COPE-C), and the Chinese version of the General Health Questionnaire-12 (C-GHQ-12) were used to measure the stressors, coping styles, and psychological well-being, respectively. Three multiple hierarchical linear regression models were used to identify the associations between the variables. RESULTS The stressors related to clinical learning, confidence, and personal problems were significant in explaining the psychological well-being. The coping strategies also predicted the psychological well-being and explained 44.5% of the variance. The coping strategy-accommodation-moderated the relationship between personal problems and psychological well-being. CONCLUSION Problem-solving and accommodation types of coping were adaptive to stress and effective in promoting psychological well-being. However, using accommodation to cope with stressors related to personal problems will exacerbate the negative effects of the personal problems on the psychological well-being. RELEVANCE TO CLINICAL PRACTICE This study reveals the relationships between stressors, coping, and psychological well-being. Nurse educators must be aware of nursing student coping styles so they may devise strategies to promote effective coping to reduce the psychological distress among nursing students.
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Younas A, Essa CD, Batool SI, Ali N, Albert JS. Struggles and adaptive strategies of prelicensure nursing students during first clinical experience: A metasynthesis. J Prof Nurs 2022; 42:89-105. [DOI: 10.1016/j.profnurs.2022.06.006] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/09/2022] [Revised: 06/04/2022] [Accepted: 06/07/2022] [Indexed: 11/26/2022]
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Klonoff-Cohen H. College Students’ Opinions About Coping Strategies for Mental Health Problems, Suicide Ideation, and Self-Harm During COVID-19. Front Psychol 2022; 13:918891. [PMID: 35874328 PMCID: PMC9296780 DOI: 10.3389/fpsyg.2022.918891] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Grants] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/12/2022] [Accepted: 06/17/2022] [Indexed: 11/26/2022] Open
Abstract
Background Mental health problems have emerged as a significant health complication in United States colleges during COVID-19, and as a result, they have been extensively investigated in the United States and internationally. In contrast, research on coping among the college population during the pandemic is scant. Hence, this study investigated coping strategies proposed by undergraduate students attending a Midwestern university. Objectives The purpose of this preliminary study was to obtain college students’ feedback/opinions about coping strategies for mental health problems, suicide ideation, and self-harm during COVID-19. Methods In December 2021, one-hundred and four undergraduate students (ages 18–22 years) completed an online survey on coping strategies using Qualtrics. Major topics included: (1) Types of coping strategies/styles expressed by students for general mental health problems, (2) Types of coping strategies for suicide ideation and self-harm behaviors, (3) Preferred platforms for receiving coping therapy, and (4) Reasons for accepting or refusing parent involvement with mental health problems. Results The most beneficial coping strategies for mental health were ranked by college students as follows: (1) a skills training development program (30%), (2) meditation (19%), and (3) mindfulness exercises (15%), and physical education (11%). The respondents’ best coping strategies for preventing self-harm and suicide ideation/behaviors during COVID-19 were ranked as: (1) improving support from friends (32%), (2) building self-esteem (29%), and (3) addressing anger, depression, stress, and loneliness (25%). Finally, a total of 50% of participants felt that parents should be involved in college student interventions. Students stated that the most important type of support that they received from their parents were: (1) emotional support (31%), (2) direction and/or assistance with solutions (27%), and problem-solving (16%). Conclusion This study identified potential avenues which could be implemented into action during future outbreaks. Specifically, employing interventions that: (i) train undergraduate students to employ more effective skills training coping strategies or practicing mindfulness or meditation; (ii) integrate mental health, suicide, and self-harm prevention into the curriculum; (iii) offer more in-person campus services targeted toward the psychological and emotional effects of a pandemic, and (iv) involve support persons (e.g., family) in students’ lives to enhance their well-being during and after COVID-19.
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Pacheco JPG, Hoffmann MS, Braun LE, Medeiros IP, Casarotto D, Hauck S, Porru F, Herlo M, Calegaro VC. Translation, cultural adaptation, and validation of the Brazilian Portuguese version of the Higher Education Stress Inventory (HESI-Br). TRENDS IN PSYCHIATRY AND PSYCHOTHERAPY 2022; 45:e20210300. [PMID: 35507827 PMCID: PMC10597388 DOI: 10.47626/2237-6089-2021-0445] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/06/2021] [Accepted: 04/21/2022] [Indexed: 11/20/2022]
Abstract
OBJECTIVES There are no validated instruments to measure education-related stress in Brazilian university students. Thus, we aimed to translate and test the internal reliability, convergent/discriminant validity, and measurement equivalence of the Higher Education Stress Inventory (HESI). METHODS The translation protocol was carried out by two independent translators. The instrument was culturally adapted after a pilot version was administered to 36 university students. The final version (HESI-Br) was administered to 1,021 university students (mean age = 28.3, standard deviation [SD] = 9.6, 76.7% female) via an online survey that lasted from September 1 to October 15, 2020. The factor structure was estimated using exploratory factor analysis (EFA) on the first half of the dataset. We tested the best EFA-derived model with confirmatory factor analysis (CFA) on the second half. Convergent/discriminant validity was tested using the Depression, Anxiety and Stress Scale (DASS-21). Sex, age groups, period of study, family income and area of study were used to test measurement equivalence. RESULTS EFA suggested five factors: career dissatisfaction; faculty shortcomings; high workload; financial concerns; and toxic learning environment. CFA supported the five-factor model (15 items), but not a higher order factor, suggesting multidimensionality. All five factors presented acceptable internal reliabilities, with Cronbach's α ≥ 0.72 and McDonald's ω ≥ 0.64. CFA models indicated that the HESI-Br and DASS-21 assess different but correlated underlying latent constructs, supporting discriminant validity. Equivalence was ascertained for all tested groups. CONCLUSION The 15-item HESI-Br is a reliable and invariant multidimensional instrument for assessing relevant stressors among university students in Brazil.
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Affiliation(s)
- João Pedro Gonçalves Pacheco
- Programa de Pós-Graduação em Ciências da SaúdeUniversidade Federal de Santa MariaSanta MariaRSBrazil Programa de Pós-Graduação em Ciências da Saúde, Universidade Federal de Santa Maria (UFSM), Santa Maria, RS, Brazil.
- Programa de Residência em PsiquiatriaUFSMSanta MariaRSBrazil Programa de Residência em Psiquiatria, UFSM, Santa Maria, RS, Brazil.
| | - Maurício Scopel Hoffmann
- Departamento de NeuropsiquiatriaUFSMSanta MariaRSBrazil Departamento de Neuropsiquiatria, UFSM, Santa Maria, RS, Brazil.
- Programa de Pós-Graduação em Psiquiatria e Ciências do ComportamentoUniversidade Federal do Rio Grande do SulPorto AlegreRSBrazil Programa de Pós-Graduação em Psiquiatria e Ciências do Comportamento, Universidade Federal do Rio Grande do Sul (UFRGS), Porto Alegre, RS, Brazil.
- are Policy and Evaluation CentreLondon School of Economics and Political ScienceLondonUnited Kingdom Care Policy and Evaluation Centre, London School of Economics and Political Science, London, United Kingdom.
| | - Luiza Elizabete Braun
- Faculdade de MedicinaUFSMSanta MariaRSBrazil Faculdade de Medicina, UFSM, Santa Maria, RS, Brazil.
| | - Isabella Poletto Medeiros
- Faculdade de PsicologiaUFSMSanta MariaRSBrazil Faculdade de Psicologia, UFSM, Santa Maria, RS, Brazil.
| | - Damaris Casarotto
- UFSMSanta MariaRSBrazil Coordenadoria de Ações Educacionais, UFSM, Santa Maria, RS, Brazil.
| | - Simone Hauck
- Programa de Pós-Graduação em Psiquiatria e Ciências do ComportamentoUniversidade Federal do Rio Grande do SulPorto AlegreRSBrazil Programa de Pós-Graduação em Psiquiatria e Ciências do Comportamento, Universidade Federal do Rio Grande do Sul (UFRGS), Porto Alegre, RS, Brazil.
- Laboratório de Pesquisa em Psiquiatria PsicodinâmicaHospital de Clínicas de Porto AlegrePorto AlegreRSBrazil Laboratório de Pesquisa em Psiquiatria Psicodinâmica, Hospital de Clínicas de Porto Alegre, Porto Alegre, RS, Brazil.
| | - Fabio Porru
- Department of Public HealthErasmus University Medical CenterRotterdamThe Netherlands Department of Public Health, Erasmus University Medical Center, Rotterdam, The Netherlands.
| | - Michael Herlo
- UFSMSanta MariaRSBrazil Coordenadoria de Ações Educacionais, UFSM, Santa Maria, RS, Brazil.
| | - Vitor Crestani Calegaro
- Departamento de NeuropsiquiatriaUFSMSanta MariaRSBrazil Departamento de Neuropsiquiatria, UFSM, Santa Maria, RS, Brazil.
- UFSMSanta MariaRSBrazil Coordenadoria de Ações Educacionais, UFSM, Santa Maria, RS, Brazil.
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Sattar K, Yusoff MSB, Arifin WN, Yasin MAM, Nor MZM. Effective coping strategies utilised by medical students for mental health disorders during undergraduate medical education-a scoping review. BMC MEDICAL EDUCATION 2022; 22:121. [PMID: 35193564 PMCID: PMC8863569 DOI: 10.1186/s12909-022-03185-1] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/24/2021] [Accepted: 02/16/2022] [Indexed: 06/09/2023]
Abstract
BACKGROUND Coping denotes cognitive, emotional and behavioural struggles to tackle a troubled person-environment association. Therefore, coping strategies (CSs) are vital for mental well-being. Widespread research studies have explored this domain, targeting caregivers, nurses, physicians and medical teachers, but limited research has been done to explore the common CSs utilised by medical students at the undergraduate medical education level. Therefore, we aimed to identify the frequently occurring CSs and their effects on mental health disorders (MHDs) through the evidence available in the existing literature. METHODS For this scoping review, we searched the available literature (articles published from January 1, 1986, to March 31, 2021) on CSs at Google Scholar, PubMed and Scopus using the terms coping, medical students and undergraduate medical education. We included in our search all peer-reviewed journal articles whose central topics were the CSs employed by undergraduate medical students of any age, nationality, race and gender. RESULTS From among the 2,134 articles that were found, 24 were ultimately included in the study. The articles were authored in 14 countries, allowing us to gather broader data to answer our research question. The first identified theme (MHDs) had four subthemes: stress (55% of the articles), depression (30%), anxiety (25%) and burnout (15%). The second theme (CSs), on the other hand, had eight subthemes: support seeking (60%), active coping (40%), acceptance (40%), avoidance/denial (40%), substance abuse (35%), faith/religion (25%), sports (25%) and miscellaneous (40%). CONCLUSIONS Themes and subthemes were identified about the most common CSs utilised by undergraduate medical students to tackle common MHDs in the context of medical education. Among the most used CSs was support (social and emotional) seeking. Teaching medical students how to cope with challenging times is essential.
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Affiliation(s)
- Kamran Sattar
- Department of Medical Education, School of Medical Sciences, Universiti Sains Malaysia, Kelantan, Malaysia
| | | | - Wan Nor Arifin
- Biostatistics and Research Methodology Unit, School of Medical Sciences, Universiti Sains Malaysia, Kelantan, Malaysia
| | - Mohd Azhar Mohd Yasin
- Department of Psychiatry, School of Medical Sciences, Universiti Sains Malaysia, Health Campus, Kelantan, Malaysia
| | - Mohd Zarawi Mat Nor
- Department of Medical Education, School of Medical Sciences, Universiti Sains Malaysia, Kelantan, Malaysia
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Alhawatmeh HN, Rababa M, Alfaqih M, Albataineh R, Hweidi I, Abu Awwad A. The Benefits of Mindfulness Meditation on Trait Mindfulness, Perceived Stress, Cortisol, and C-Reactive Protein in Nursing Students: A Randomized Controlled Trial. ADVANCES IN MEDICAL EDUCATION AND PRACTICE 2022; 13:47-58. [PMID: 35046747 PMCID: PMC8763207 DOI: 10.2147/amep.s348062] [Citation(s) in RCA: 6] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/09/2021] [Accepted: 12/26/2021] [Indexed: 05/10/2023]
Abstract
PURPOSE Mindfulness meditation was used to reduce stress and its responses such as cortisol and C-reactive protein (CRP) among healthy and ill individuals in various cultures, but its effect has not yet been studied among nursing students, experiencing tremendous stress. The objective of this study was to examine the effects of mindfulness meditation on trait mindfulness, perceived stress, serum cortisol, and serum C-reactive proteins (CRP) in nursing students. PATIENTS AND METHODS Using a two-arm, randomized, parallel study (conducted in a large university in Jordan, 108 nursing students were randomly assigned to experimental group receiving five 30-minute weekly sessions of mindfulness meditation and control group sitting quiet during the experimental sessions. Trait mindfulness, perceived stress, serum cortisol, and CRP were measured at baseline and end of the intervention. RESULTS Using one-way MANOVA and post-hoc comparisons, the results showed that mindfulness meditation was significantly effective in decreasing serum cortisol levels and perceived stress. The mindfulness meditation also decreased CRP and increased trait mindfulness although the results did not reach statistically significant levels. CONCLUSION These findings underscore the need for serious consideration of mindfulness meditation in nursing colleges to improve stress and raise immunity in this vulnerable population. TRIAL REGISTRATION Mindfulness Meditation for Nursing Students: clinicaltrials.gov, identifier: NCT05099224.
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Affiliation(s)
- Hossam N Alhawatmeh
- Jordan University of Science of Technology, Faculty of Nursing, Irbid, Jordan
| | - Mohammad Rababa
- Jordan University of Science of Technology, Faculty of Nursing, Irbid, Jordan
| | - Mahmoud Alfaqih
- Jordan University of Science of Technology, Faculty of Medicine, Irbid, Jordan
| | - Raya Albataineh
- Jordan University of Science of Technology, Faculty of Medicine, Irbid, Jordan
| | - Issa Hweidi
- Jordan University of Science of Technology, Faculty of Nursing, Irbid, Jordan
| | - Awwad Abu Awwad
- Jordan University of Science of Technology, Faculty of Nursing, Irbid, Jordan
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Perception of the Online Learning Environment of Nursing Students in Slovenia: Validation of the DREEM Questionnaire. Healthcare (Basel) 2021; 9:healthcare9080998. [PMID: 34442135 PMCID: PMC8391444 DOI: 10.3390/healthcare9080998] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/20/2021] [Revised: 07/30/2021] [Accepted: 08/01/2021] [Indexed: 12/05/2022] Open
Abstract
At the time of the outbreak of the coronavirus pandemic, several measures were in place to limit the spread of the virus, such as lockdown and restriction of social contacts. Many colleges thus had to shift their education from personal to online form overnight. The educational environment itself has a significant influence on students’ learning outcomes, knowledge, and satisfaction. This study aims to validate the tool for assessing the educational environment in the Slovenian nursing student population. To assess the educational environment, we used the DREEM tool distributed among nursing students using an online platform. First, we translated the survey questionnaire from English into Slovenian using the reverse translation technique. We also validated the DREEM survey questionnaire. We performed psychometric testing and content validation. I-CVI and S-CVI are at an acceptable level. A high degree of internal consistency was present, as Cronbach’s alpha was 0.951. The questionnaire was completed by 174 participants, of whom 30 were men and 143 were women. One person did not define gender. The mean age of students was 21.1 years (SD = 3.96). The mean DREEM score was 122.2. The mean grade of student perception of learning was 58.54%, student perception of teachers was 65.68%, student academic self-perception was 61.88%, student perception of the atmosphere was 60.63%, and social self-perception of students was 58.93%. Although coronavirus has affected the educational process, students still perceive the educational environment as positive. Nevertheless, there is still room for improvement in all assessed areas.
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