A survey of the genesis of stress and its effect on the academic performance of midwifery students in a college in Ghana

Budu, Hayford Isaac; Abalo, Emmanuel Mawuli; Bam, Victoria; Budu, Florence Agboado; Peprah, Prince

doi:10.1016/j.midw.2019.02.013

Cited by 21 publications

(25 citation statements)

References 30 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…It should also be noted that though the vast majority of literature related to burnouts in health care students is derived from studies in the field of medicine, similar stressful behaviors have also been reported in dental (Lambert et al, 2018;Pape et al, 2018), pharmacy (Nuffer et al, 2017;Lysak et al, 2018;Tetenbaum-Novatt et al, 2018), and nursing students (Sun et al, 2016;Beanlands et al, 2019;Valero-Chillerón et al, 2019). The common reasons for burnouts in these students also include an academic overload (Pape et al, 2018;Queen and Hess, 2018;Dames, 2019), unfamiliar working situations (Hennessy et al, 2016;Bing-You et al, 2018;Budu et al, 2019), and fear of making mistakes with patients (Bronson, 2016;Worly et al, 2018;Riley et al, 2019). Moreover, the transition to a registered nurse has been reported to be a particularly stressful event in nursing students (Blomberg et al, 2014;Sun et al, 2016).…”

Section: Challenges Of Present-day Health Care Educationmentioning

confidence: 99%

Stimulating Intrinsic Motivation in Millennial Students: A New Generation, a New Approach

Chaudhuri

2019

Anatomical Sciences Ed

View full text Add to dashboard Cite

There has been a fundamental change in health care pedagogy to address the demands and challenges posed by the present generation of millennial students. There is also a growing recognition of the role of intrinsic motivation as a catalyst in a positive learning experience. The term intrinsic motivation refers to energizing behavior that comes from within an individual and develops due to an inherent interest in the activity at hand. However, stimulating intrinsic motivation in the present generation of millennial health care students is a daunting task, considering their diverse and disparate nature. In addition, the inherent generational differences between educators and students, and an increasing emphasis on technological tools have resulted in a dichotomy in the educational environment leading to the development of a greater incidence of burnouts among students. Hence, numerous innovative techniques have been introduced in health care education to enhance the levels of intrinsic motivation in these students. Unfortunately, most of these approaches have only been moderately successful due to their limited ability to address the unique educational expectations of millennial students. The cumulative evidence suggests that specific approaches to stimulate intrinsic motivation should aim at nurturing the learning efforts of students, bridging the generational barriers between educators and students, and ameliorating the stress associated with health care education. Hence, the specific aim of this narrative review is to suggest empirically proven curricular strategies and institutional reforms to enhance intrinsic motivation in health care students belonging to the Millennial Generation.

show abstract

Section: Challenges Of Present-day Health Care Educationmentioning

confidence: 99%

Stimulating Intrinsic Motivation in Millennial Students: A New Generation, a New Approach

Chaudhuri

2019

Anatomical Sciences Ed

View full text Add to dashboard Cite

show abstract

“…Thunes et al also reported that the most important factor affecting students' well-being and learning is their relationships with their instructor [35]. Anyway we have to say that academic, interpersonal and environmental stressors are direct stressors among midwifery students [37] which among them, interpersonal stressors make more students' stress than other factors.…”

Section: Discussionmentioning

confidence: 99%

“…Mutual interaction, common understanding, and shared objectives are essential to students' positive experiences in a learning environment [35]. Considering the nature of midwifery, there is a need for more focusing on orientation of students and instructors about clinical stressors [37].…”

Section: Discussionmentioning

confidence: 99%

Stress, stressors and related factors in clinical learning of midwifery students in Iran: a cross sectional study

2020

View full text Add to dashboard Cite

Background: Midwifery is an emotionally challenging profession, and academic education of midwifery especially clinical learning has its own specific challenges. Midwifery students face with stressful experiences, especially related to instructor and characteristics of clinical environment, which can affect their theoretical and practical abilities. There is insufficient evidence in this field. This study aimed to explore (1) the perceived stress and stressors of midwifery students and (2) the relationships between students' stress and related factors in clinical learning environment. Methods: A cross sectional, survey design was conducted at one university in Iran. A sample of 108 students was selected using Krejcie and Morgan table in 2016. Data was collected using Persian version of Cohen's perceived stress scale, Persian questionnaire of sources of stress and demographic form. Data was analyzed using independent t, ANOVA and correlation coefficient test (α < 0.05). Results: Participants returned 70 surveys (response rate, 64.8%). Approximately 56% of the students perceived a high level of stress. The most common dimensions of stressors were "unpleasant emotions" and "humiliating experiences". The highest stressors were included "feeling suffering due to seeing for patients with critical situation", "instructor's admonition in the presence of clinical staff" and "communication with instructor". The "interest in the field of study" had a negative impact on perception of stressors in dimensions of "clinical practices" and "interpersonal communication". Conclusions:The midwifery students reported their stress in severe level, especially in dimensions of "unpleasant emotions" and "humiliating experiences". The factors associated with the instructors have caused more stress in students. These findings will highlight need for supportive strategies by the clinical instructors. In this regard, the use of experienced instructors, the development of communication skills of the instructors, increasing coping skills of the students and the creation of a supportive environment may be helpful.

show abstract

Section: Discussionmentioning

confidence: 99%

Stress, stressors and related factors in clinical learning of midwifery students in Iran: a cross sectional study

Rezaei

Falahati

Beheshtizadeh

2020

Preprint

View full text Add to dashboard Cite

Background: Midwifery is an emotionally challenging profession, and academic education of midwifery especially clinical learning has its own specific challenges. Midwifery students face with stressful experiences, especially related to instructor and characteristics of clinical environment, which can affect their theoretical and practical abilities. There is insufficient evidence in this field. This study aimed to explore (1) the perceived stress and stressors of midwifery students and (2) the relationships between students' stress and related factors in clinical learning environment. Methods: A cross sectional, survey design was conducted at one university in Iran. A sample of 108 students was selected using Krejcie and Morgan table in 2016. Data was collected using Persian version of Cohen's perceived stress scale, Persian questionnaire of sources of stress and demographic form. Data was analyzed using independent t, ANOVA and correlation coefficient test (α<0.05). Results: Participants returned 70 surveys (response rate, 64.8%). Approximately 56 % of the students perceived a high level of stress. The most common dimensions of stressors were "unpleasant emotions" and "humiliating experiences". The highest stressors were included "feeling suffering due to seeing for patients with critical situation", "instructor’s admonition in the presence of clinical staff" and "communication with instructor". The "interest in the field of study" had a negative impact on perception of stressors in dimensions of "clinical practices" and "interpersonal communication". Conclusions: The midwifery students reported their stress in severe level, especially in dimensions of "unpleasant emotions" and "humiliating experiences". The factors associated with the instructors have caused more stress in students. These findings will highlight need for supportive strategies by the clinical instructors. In this regard, the use of experienced instructors, the development of communication skills of the instructors, increasing coping skills of the students and the creation of a supportive environment may be helpful. Keywords: Clinical Learning Environment, Clinical Education, Clinical Preceptorship, Midwifery Education, Stress, Student, Midwifery, Instructor

show abstract

A survey of the genesis of stress and its effect on the academic performance of midwifery students in a college in Ghana

Cited by 21 publications

References 30 publications

Stimulating Intrinsic Motivation in Millennial Students: A New Generation, a New Approach

Stimulating Intrinsic Motivation in Millennial Students: A New Generation, a New Approach

Stress, stressors and related factors in clinical learning of midwifery students in Iran: a cross sectional study

Stress, stressors and related factors in clinical learning of midwifery students in Iran: a cross sectional study

Contact Info

Product

Resources

About