Curriculum infusion to promote nursing student well‐being

Yearwood, Edilma L.; Riley, Joan B.

doi:10.1111/j.1365-2648.2010.05304.x

Cited by 26 publications

(24 citation statements)

References 19 publications

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“…Research identified the most effective methods of stress management in this population as: 1) relaxation techniques, 2) meditation, and 3) positive coping methods (Gibbons, 2010;Jones and Johnston, 2006;Peterson et al, 2008;Yearwood & Riley, 2010). The purpose of this study was to develop a stress management education session for MSN students enrolled in their initial graduate level clinical rotations during the spring semester of 2016 at RIC.…”

Section: Discussionmentioning

confidence: 99%

“…These studies identified the most effective methods of stress management in nursing students as: 1) relaxation techniques, 2) meditation, and 3) using positive coping methods (Gibbons, 2010;Jones & Johnston, 2006;Peterson et al, 2008;Yearwood & Riley, 2010).…”

Section: Stress Management and Coping Techniquesmentioning

confidence: 99%

“…Some coping behaviors are maladaptive and can lead to negative outcomes. Yearwood and Riley (2010) indicated the most successful methods of coping for BSN and MSN nursing students are peer mentoring, support groups, relaxation techniques, meditation, and professor support.…”

Section: Stress and Copingmentioning

confidence: 99%

“…Stress is attributed to poor attrition and retention rates in nursing programs in the United States and other countries (Yearwood & Riley, 2010). A study was conducted in the United Kingdom involving BSN students which examined the correlation between stress, attrition, and coping strategies (Deary, Watson, & Hogston, 2003).…”

Section: Stress In Nursing Studentsmentioning

confidence: 99%

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Decreasing Stress in the Master's Level Nursing Student: A Stress Management Education Session

Hilton

2016

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Stress in the nursing professional and in nursing students is well documented in the literature. However, the extent to which it occurs and the means of coping with stress vary. Family responsibilities, finances, and academia have been identified as main stressors for graduate school nurses. It is important to establish coping mechanisms that address the two hemispheres of stress, due to the physiological and psychological effects on the body. The purpose of this study was to develop a stress management education session for Master of Science in Nursing (MSN) students enrolled in their initial clinical rotation at Rhode Island College (RIC). The education session consisted of a review of stress and coping methods, followed by the instruction of two stress management techniques: paced-breathing meditation (PBM) and relaxation/diaphragmatic breathing. A pre and post survey researcher developed method was utilized to evaluate the effects of the intervention on perceived stress levels. A convenience sample of six students participated in the intervention, course evaluation and pre-survey, and five students responded to the post-survey. The intervention did result in an overall mean reduction of PSS-10 scores of 2.2 points, indicating a decrease in perceived stress. Keywords: stress management, coping, perceived stress, meditation AcknowledgementsI would like to thank my first reader, Dr. Lescault for her patience and support throughout this process. I would also like to acknowledge my second reader, Dr. Padula for her expertise and guidance, and my third reader, Stanley Goodman, NP, for his assistance.To my husband Troy, for whom I would not have made it through this program without, thank you. I would also like to thank my peers, family, and friends for offering me their unconditional love and support. Table of Contents DECREASING STRESS IN THE MASTER'S LEVEL NURSING STUDENT: A STRESS MANAGEMENT EDUCATION SESSION Background/Statement of the ProblemStress occurs when an individual is faced with a situation that brings about a positive or negative physical or emotional reaction. Stress is defined as the psychological, physiological, and behavioral response experienced by an individual when there is a perceived imbalance between life demands and their ability to meet those demands (Palmer, 1989). How an individual attains the balance between various life demands is called coping. The ability to improve coping skills to decrease the stress response is essential to maintain an individual's physical and emotional well-being.While stress is inevitable for any student enrolled in an MSN program, excessive stress is counterproductive and can ultimately lead to poor student outcomes. Increased levels of stress in bachelors and masters level nursing students have a negative effect on attrition and retention rates, and overall health (Deary, Watson & Hogston, 2003).Research has demonstrated increased levels of stress and anxiety in the Bachelors in Science of Nursing (BSN) and MSN students (Lust, Ehlinger, & Golden, 2...

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Section: Discussionmentioning

confidence: 99%

Section: Stress Management and Coping Techniquesmentioning

confidence: 99%

Section: Stress and Copingmentioning

confidence: 99%

Section: Stress In Nursing Studentsmentioning

confidence: 99%

See 2 more Smart Citations

Decreasing Stress in the Master's Level Nursing Student: A Stress Management Education Session

Hilton

2016

Preprint

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“…Activities of self-reflection about common health and well-being issues identified issues of isolation, shock and anger, use of campus mental health, valuing educators as a source of support [34]. Survey results reported by Baxter et al [35] reported approximately 27% of health-related information (e.g.…”

Section: Health Seeking Behaviorsmentioning

confidence: 99%

An Epidemiological Perspective on College Student Health and Sleep

Sexton-Radek¹

2012

J Psychol Psychother

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It is estimated that some 40% of all young adults aged 18 to 25 years are enrolled in either a two-or four-year college [1]. A figure of approximately twelve million young adults, as college students, attend predominantly 4-year colleges with a recent surge in the overall total number of students coming from a peak in 2-year college enrollments [1]. Estimates of 50% of all 18-25 year olds are labor market participants [1] and an additional some 500,000 students were attending nondegree institutions of higher education.Considering all students enrolled in college, both full and part time, 65% are white, 13.1% black, 11.4% Hispanic, 6.7% Asian/Pacific Islanders, 1% Native American/Alaskan. Approximately 4% of college students in the United States are non-resident aliens attending the United States for an education. Students graduate with an average $19,000 in student load debt and an additional $3000 in credit card debt [1]. These financial aid sources are used to pay for some of the more popular majors of Business, Social Science and History, Education and Health Sciences. A recent drop in teens working attributed to the desire to accumulate more extracurricular credits to distinguish their applications removes any partial supplements to defray college costs.College students manage not only their academic studies but also the related social development tasks of establishing independence, developing life skills from the very concrete such a doing one's laundry to the sophisticated of navigating meaningful relationships. A component of establishing independence, for the college student, is values setting a healthy life style with pro-healthy behaviors, practice and self-care. For some the onset of independence of college life is mismanaged with unhealthy excess behaviors that contribute to poor health. Excessive alcohol use, cigarette use, substance abuse, stimulant overuse, unprotected sexual practices and untreated depression and anxiety symptoms make the college student vulnerable to poor health. These factors further complicate academics with stress (30.9%), sleep (23.7%), col/flu/sore throat (23.6%), concern for a troubled friend or family member (17.8%), and depression/anxiety symptoms (15.6%) being the most common [2]. Academics are further impacted by experiencing an emotionally abusive relationship, doing something they would regret or forget later and having unprotected sex after drinking alcohol.College students reported 52% of the time using exercising to lose weight and 62% eating 1-2 servings of fruit/vegetable per day [3]. Some 46% of college students reported getting enough sleep to feel rested in the morning across 3 to 5 days (Executive Summary, American College Health Association, 2011). Some 55%, on average, of all college students report 4 or more symptoms of clinical depression (i.e. overwhelmed, sadness, hopeless, difficulty functioning) [4].More recent health data of college students reported that, on average, they were in "good health" indicated by 52% rating of good health this past calend...

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