Perceived academic-related sources of stress among graduate nursing students in a Jamaican University

Leslie, Kadene; Brown, Kimarie; Aiken, Joyette

doi:10.1016/j.nepr.2021.103088

Cited by 18 publications

(17 citation statements)

References 17 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Results of our study showed that the main sources of stress associated with psychological distress were related to clinical learning, confidence, and personal problems. This finding is consistent with the previous studies that concluded that the lack of knowledge and skills to perform patient care during the clinical placement [ 7 , 8 , 11 , 12 , 17 ], the lack of confidence to deal with interpersonal problems among peers and staff [ 33 , 34 ], and personal problems such as health issues of self and family members [ 14 ] might be stressful. Unlike other studies which reported that clinical learning aggravated distress [ 3 , 18 , 35 , 36 ], in our study, the nursing students identified clinical learning stress levels as moderate (mean = 3.13; SD = 0.50), while their levels of psychological distress were relatively low.…”

Section: Discussionsupporting

confidence: 92%

Moderating Role of Coping Style on the Relationship between Stress and Psychological Well-Being in Hong Kong Nursing Students

Cheng

Young

Luk

2022

IJERPH

View full text Add to dashboard Cite

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.

show abstract

Section: Discussionsupporting

confidence: 92%

Moderating Role of Coping Style on the Relationship between Stress and Psychological Well-Being in Hong Kong Nursing Students

Cheng

Young

Luk

2022

IJERPH

View full text Add to dashboard Cite

show abstract

“…Nonetheless, the college environment seems to be increasingly stressful in recent decades ( 3 , 4 ) and the experience of perceived stress, anxiety, and feeling overwhelmed is widespread among college students, including those who succeed, as documented by different surveys ( 5 , 6 ) and diverse publications ( 7 – 11 ). Reddy et al ( 12 ) claim that this has become a grave reality to the point of becoming a “career stopper.”…”

Section: Introductionmentioning

confidence: 99%

“…An acute stressor can trigger various physiological responses (rapid heartbeat, blood pressure, increased respiratory rate and corticosteroid levels, sweating, trembling, headaches, weight loss or gain, body aches, sleep quality issues). It can also affect the subjective experience in relation to cognitive reactions (perceived stress, negative thoughts, worry, sense of uncontrollability) and negative affect (irritability, agitation, fear, anxiety, guilt) ( 41 ) as well as generate behavioral responses (crying, abuse of self and others, smoking) ( 12 , 42 – 44 ).…”

Section: Introductionmentioning

confidence: 99%

Resilience as a Buffering Variable Between the Big Five Components and Factors and Symptoms of Academic Stress at University

et al. 2021

View full text Add to dashboard Cite

The aim of this cross-sectional study was to establish predictive relationships of the Big Five personality factors (according to their self-regulatory level), together with resilience (proactive and reactive factors), for factors and symptoms of academic stress related to teaching and learning in the University context. A total of 405 female undergraduate students were selected, and completed questionnaires that had been previously validated in Spanish University students (Big Five personality factors, resilience, and academic stress symptoms and factors). A linear, ex-post facto design was used, including linear regression, Structural Equation Modeling (SEM), and mediational analyses. Specific linear regression showed the expected gradation: that self-regulatory personality factors (conscientiousness, extraversion) were positive linear predictors of proactive resilience, as well as significant negative predictors of stress factors and symptoms of academic stress; while the non-regulatory personality factors (openness to experience, agreeableness) showed little relationship. By contrast, the dysregulatory personality factor (neuroticism) was a negative predictor of proactive resilience, a positive predictor of reactive resilience, and positively predicted academic stress factors in the teaching and learning process, as well as stress symptoms. SEM general analysis showed that personality factors positively predicted resilience, and resilience negatively predicted factors and symptoms of academic stress. Specific mediational model analysis, with each personality factor, confirmed the different mediating relationships that appeared in the linear regression analyses. These results are discussed from the perspective of promoting resilience and healthy personalities in the University context. Implications for addressing academic stress at University are discussed.

show abstract

“…Dengan demikian, upaya yang dapat dilakukan adalah pengelolaan proses pembelajaran yang interaktif, mengelola sesi diskusi dalam kelompok, dan memberikan partisipasi kepada mahasiswa untuk terlibat dalam proses pengajaran (Zapata-Ospina et al, 2021). Selain itu, instruksi pengerjaan tugas yang jelas dapat mengurangi kecemasan mahasiswa dalam memahami tugas yang diberikan dan informasi yang disampaikan secara jelas dapat membantu mahasiswa untuk mengelola waktunya untuk kegiatan rekreasional (Leslie et al, 2021;Zapata-Ospina et al, 2021).…”

Section: Diskusiunclassified

Strategi Koping dan Stres pada Mahasiswa: Studi Pendahuluan Promosi Kesehatan Mental Berbasis Sekolah

Immanuel¹,

Marheni

Indrawati

et al. 2022

jip

View full text Add to dashboard Cite

Penelitian ini bertujuan untuk mengeksplorasi kondisi kesehatan mental mahasiswa melalui desain penelitian cross-sectional survey. Instrumen dalam penelitian ini menggunakan open-ended questionnaire, perceived stress scale-10 (PSS-10), dan the Brief COPE Questionnaire. Hasil penelitian menemukan bahwa: 1) permasalahan kehidupan kampus, perasaan dan pikiran negatif, serta permasalahan relasi merupakan situasi sulit yang dihadapi oleh mahasiswa; 2) sebanyak 50.45% mahasiswa mengalami stres pada kategori sedang, 45.05% mengalami stres pada kategori tinggi, dan 4.5% mengalami stres pada kategori rendah; 3) strategi koping dapat memprediksi stres secara signifikan [F(14,96)=5.781; p<0.001]; dan 4) strategi koping jenis positive reframing dan active coping dapat memprediksi penurunan stres, sedangkan strategi koping jenis self-blame dan self-distraction dapat memprediksi peningkatan stres

show abstract

Perceived academic-related sources of stress among graduate nursing students in a Jamaican University

Cited by 18 publications

References 17 publications

Moderating Role of Coping Style on the Relationship between Stress and Psychological Well-Being in Hong Kong Nursing Students

Moderating Role of Coping Style on the Relationship between Stress and Psychological Well-Being in Hong Kong Nursing Students

Resilience as a Buffering Variable Between the Big Five Components and Factors and Symptoms of Academic Stress at University

Strategi Koping dan Stres pada Mahasiswa: Studi Pendahuluan Promosi Kesehatan Mental Berbasis Sekolah

Contact Info

Product

Resources

About