Resilience in Nursing Students: The Effect of Academic Stress and Social Support

Özsaban, Aysel; Turan, Nuray; Kaya, Hatice

doi:10.33808/marusbed.546903

Cited by 33 publications

(26 citation statements)

References 30 publications

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“…In this study, the total NESS score average of the students was moderate. These findings were lower than the NESS mean scores obtained from the other studies conducted in Turkey (Bahadır -Yılmaz, 2016;Karabulutlu et al, 2019;Küçükakça et al, 2017;Ozsaban et al, 2019;Tarsuslu et al, 2020;Yıldırım et al, 2016). In accordance with the findings of these studies, students reported that they were not supported in clinical settings (Dinmohammadi et al, 2014).…”

Section: Discussioncontrasting

confidence: 60%

Relationship between nursing students' exposure to colleague violence and stress levels in nursing education

Bahadır-Yılmaz¹

2021

Cent Eur J Nurs Midw

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Aim: The study aimed to investigate the relationship between nursing students' exposure to colleague violence and stress levels in nursing education. Design: A correlational research design was chosen for the study. Methods: The study was implemented with 206 nursing students at a state university in northeast Turkey. Data were collected using the Scale of Exposure to Colleague Violence and the Nursing Education Stress Scale and analyzed using descriptive statistics and the Spearman correlation test. Results: The nursing students' mean age was 21.59 (± 1.88) (min. = 20; max. = 40); 75.2% were female; 77.7% were from a nuclear family; and 77.2% stated that their income was equal to their expenses. The colleague violence score of the students was 63.29 (± 17.29) and the nursing education stress score was 53.67 (± 19.42). A positive and moderate relationship was found between the total colleague violence score and total nursing education stress score (p < 0.01). A positive and moderate relationship was also determined between exposure to verbal / psychological violence and nursing education stress (p < 0.01). Moreover, a positive and moderate relationship was observed between the effect of violence on physical and mental health and nursing education stress (p < 0.01). Conclusion: Results indicated that nursing students who were exposed to colleague violence during clinical practice experienced practical and academic stress. Nurses should be aware that colleague violence is an ethical problem concerning respect for human dignity.

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Section: Discussioncontrasting

confidence: 60%

Relationship between nursing students' exposure to colleague violence and stress levels in nursing education

Bahadır-Yılmaz¹

2021

Cent Eur J Nurs Midw

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“…Literatüre bakıldığında öğrenciler için sadece akademik alanın değil, klinik uygulama ortamının da büyük stres kaynağı olduğu görülmektedir (Gibbons ve ark., 2011;Jimenez ve ark., 2010). Araştırmamızda öğrencilerin HESÖ toplam puan ortalaması (66,76±16,56) olup, HESÖ kullanılarak gerçekleştirilen çalışmalara göre yüksek bulunmuştur (Ergin, Çevik ve Pakiş Çetin, 2018;Çakar, Yıldırım Şişman ve Oruç, 2019;Ozsaban, Turan ve Kaya, 2019). Buna göre araştırmamız örneklemindeki hemşirelik öğrencilerinin, orta düzeyde hemşirelik eğitim stresi deneyimledikleri söylenebilir.…”

Section: Discussionunclassified

Relationship between educational stress and psychological resilience in nursing students

2020

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Aim: The aim of this study was to determine the relationship between educational stress and psychological resilience in nursing students. Method: The descriptive and analytical design of the study consists of 602 students in the nursing department of the Faculty of Health Sciences of Ordu and Tokat Gaziosmanpasa University. Data were collected using Personal Information Form, Nursing Education Stress Scale (NESS), and Resilience Scale for Adults (RSA). Data, frequency distribution, descriptive statistics (mean, standard deviation) Mann Whitney U test, Kruskal Wallis test, and Spearman correlation test were used. Findings: The mean age of the students was 20.37±2.10, 73.8% of them were women, the mean NESS score was 66.76±16.56, and the mean RSA score was 99.99±5.19. There was a high positive correlation between NESS total, academic and application sub-dimensions, RSA structural style and future perception, NESS total and academic sub-dimension was negatively correlated with social resources and NESS academic and family cohesion. Conclusions: Acording to results, nursing students experience moderate academic and practice stress. Among the factors that affect students' psychological well-being, there is a positive relationship between personal strength and future goals, quests and adaptation to future, and stress (in practice area). In addition, it can be said that the psychological resilience of the students is moderate when the scores of the students are evaluated. Extended English summary is in the end of Full Text PDF (TURKISH) file. Özet Amaç: Bu çalışmanın amacı, hemşirelik öğrencilerinin eğitim stresi ile psikolojik dayanıklılıkları arasındaki ilişkiyi ve etkileyen faktörleri belirlemektir. Metod: Tanımlayıcı ve analitik tipte planlanan araştırmaya, Ordu ve Tokat Gaziosmanpaşa Üniversitesi Sağlık Bilimleri Fakültesi Hemşirelik Bölümünde öğrenim gören 602 öğrenci dahil edilmiştir. Veriler, Kişisel Bilgi Formu, Hemşirelik Eğitimi Stres Ölçeği (HESÖ) ve Yetişkinler için Psikolojik Dayanıklılık Ölçeği (YPDÖ) kullanılarak toplandı. Verilerin analizinde, frekans dağılımı ve tanımlayıcı istatistikler (ortalama, standart sapma), Mann Whitney U, Kruskal Wallis ve Spearman korelasyon testi kullanıldı. Bulgular: Öğrencilerin yaş ortalaması 20.37±2.10, %73.8’i kadın, HESÖ puan ortalaması 66,76±16,56, YPDÖ puan ortalaması ise 99,99±5,19’dur. HESÖ toplam, akademik ve uygulama alt boyutları ile YPDÖ yapısal stil ve gelecek algısı arasında yüksek derecede pozitif yönde, HESÖ toplam ve akademik alt boyutu ile sosyal kaynaklar arasında ve HESÖ akademik ile aile uyumu arasında negatif yönde ilişki olduğu saptandı. Sonuç: Hemşirelik öğrencileri orta düzeyde akademik ve uygulama alanlarında stres deneyimlemektedir. Öğrencilerin psikolojik iyi oluşlarını etkileyen faktörlerden kişisel özellikler ve geleceğe yönelik yeni amaç, arayışlar ve geleceğe uyumları ile stres (uygulama alanında) arasında pozitif ilişki bulunmaktadır. Ayrıca, öğrencilerin YPDÖ puanlarına bakıldığında, psikolojik dayanıklılıklarının orta derece olduğu söylenebilir.

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“…Having limited knowledge about COVID-19 can cause further anxiety and fear [23]. Stress may impact concentration, memory, and decision making and problem-solving skills [24]. Stress has an impact on the students' academic achievement [10], [24], [25] and may result in physical complaints, and behavioural problems [10], [24].…”

Section: Figure 1 Perceived Stress and Resilience Of Nursing Undergra...mentioning

confidence: 99%

Stress and resilience and associated factors among nursing undergraduates in the early stages of the COVID-19 pandemic

Nasath

Ilankoon

2022

IJPHS

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Personal, academic and clinical factors are the main stressors for nursing undergraduates. This study aimed to assess stress, resilience and associated factors among nursing undergraduates. A descriptive cross-sectional study was conducted among nursing undergraduates at one university in Sri Lanka. A self-administered questionnaire including demographics, Perceived Stress Scale and Resilience Scale for Adults was used. Data were analyzed using independent sample t-test, ONE WAY ANOVA and binary logistic regression model. This study found that 38% of undergraduates had a high level of stress and the majority had a moderate level of resilience (76.7%). The mean total resilience score (RS) was 102.4 (±5.53). “Not getting expected marks” adjusted odds ratio (AOR) 5.56, 95 % CI=1.37-22.6) and “not satisfied with the academic program” (AOR 4.87, 95 % CI=1.27-8.76) were found to be the factors for having a high-stress score. Statistically significant median RS differences were observed: “Perception of Self” with grade point average (p=0.02) and recreational activities (p=0.04), and “Perception of future” with gender (p=0.04), the physical well-being (p=0.03) and recreational activities (p=0.04) and “Structural style” with the academic year (p=0.03). Influencing factors on stress and resilience need to be taken into account for organising academic programs for nursing undergraduates.

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Resilience in Nursing Students: The Effect of Academic Stress and Social Support

Cited by 33 publications

References 30 publications

Relationship between nursing students' exposure to colleague violence and stress levels in nursing education

Relationship between nursing students' exposure to colleague violence and stress levels in nursing education

Relationship between educational stress and psychological resilience in nursing students

Stress and resilience and associated factors among nursing undergraduates in the early stages of the COVID-19 pandemic

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