Stress and coping styles in <scp>J</scp>apanese nursing students

Yamashita, Kanae; Saito, Miwa; Takao, Toshihiro

doi:10.1111/j.1440-172x.2012.02056.x

Cited by 91 publications

(79 citation statements)

References 48 publications

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“…Similarly, other studies (9) have associated psychological state with motivation and found that 32.1% of students had mental health problems and that the lack of interest or motivation had a negative effect on mental health. More recent research (5) reported that confrontation styles and feelings of guilt were highly associated with the GHQ in samples of Japanese nursing students and that additionally, these factors can help to prevent depression. Studies of the relationship between these two variables in college students are scarce, although there is evidence of exposure to different stressors in other populations (15) .…”

Section: Discusionmentioning

confidence: 99%

“…During the academic year, nursing and physical therapy students face many risk situations that can alter their academic achievement and cause them psychological distress (4)(5) . The most common sources of this distress are, among others, their workload and problems associated with their studies, fear of unknown situations and difficulties during their clinical practices (6) .…”

Section: Introductionmentioning

confidence: 99%

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Psychological distress in health sciences college students and its relationship with academic engagement

Liébana‐Presa

Fernández-Martínez

Gándara

et al. 2014

Rev. esc. enferm. USP

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Objetivo: Determinar la prevalencia del malestar psicológico y su relación con el engagement académico (absorción, dedicación y vigor) y con variables sexo y titulación, de los estudiantes de cuatro universidades públicas. Método: Estudio comparativo correlacional, investigación cuantitativa sin intervención, no experimental. Población 1840 estudiantes de Enfermería y Fisioterapia. La herramienta de recogida de datos fue el cuestionario. Resultados: Prevalencia de malestar psicológico en el 32.2% de los sujetos; se hallaron correlaciones entre vigor y malestar psicológico para el conjunto de sujetos y para el grupo de las mujeres. Las puntuaciones altas en absorción y dedicación y bajas en malestar psicológico, predicen valoraciones más altas en vigor. Conclusión: El riesgo de malestar psicológi-co es alto, especialmente para las mujeres. Éstas se perciben con mayor malestar psicológico que los hombres. El vigor, energía y resistencia con los estudios, influye positivamente sobre el malestar psicológico y puede ser un vehículo para unos mejores resultados del aprendizaje. AbStRActObjective: To determine the prevalence of psychological distress and its relationship with academic engagement (absorption, dedication and vigor), sex and degree among students from four public universities. Method: A non-experimental, comparative correlational, quantitative investigation without intervention. Study population: 1840 nursing and physical therapy students. The data collection tool used was a questionnaire. Results: A 32.2% prevalence of psychological distress was found in the subjects; a correlation between vigor and psychological distress was found for all of the subjects and also for women. High absorption and dedication scores and low psychological distress scores predicted higher vigor scores. Conclusion: The risk of psychological distress is high, especially for women. Women seem to have a higher level of psychological distress than men. Vigor, energy and mental resilience positively influence psychological distress and can be a vehicle for better results during the learning and studying process.

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Section: Discusionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Psychological distress in health sciences college students and its relationship with academic engagement

Liébana‐Presa

Fernández-Martínez

Gándara

et al. 2014

Rev. esc. enferm. USP

View full text Add to dashboard Cite

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“…It remains unclear what specific aspects of those relationships or clinical practice logs cause stress and what coping strategies can best manage those stressors during clinical training. Coping styles of nursing students in clinical training have been classified as active (positive reframing, planning, acceptance, and active coping) and avoidant (denial, alcohol/drug use, and behavioral disengagement) [3,12]. Other studies have also found that students use a moment-to-moment combination of coping strategies such as problem-solving and avoidance [13,14].…”

Section: Introductionmentioning

confidence: 99%

“…However, academic and personal sources of stress and coping behaviors associated with clinical training have been identified in the literature on mental health distress in nursing students [1]. High levels of stress can affect both academic performance and students' overall health, leading to issues such as immune deficiency disorders, depression, and suicide [2,3]. In Japan, some students who have unproductive experiences during clinical training end up dropping out due to their inability to cope with the stress [4,5].…”

Section: Introductionmentioning

confidence: 99%

Stress Factors and Coping Behaviors in Nursing Students during Fundamental Clinical Training in Japan

Kaneko¹,

Momino²

2015

Int J Nurs Clin Pract

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Background: This study aimed to identify the structure of stress factors during fundamental clinical training and the relationships between stress factors and coping behaviors in nursing students. Methods: The participants in this descriptive cross-sectional study were 158 first-year undergraduate nursing students from a university nursing department. A self-administered questionnaire study was conducted before and after fundamental clinical training. Results: Exploratory factor analysis on stressors related to clinical training revealed the following seven factors: (1) "relationships with teachers and clinical instructors, " (2) "lack of knowledge and skills, " (3) "reflecting on patient-care experiences, " (4) "relationships with patients, families, and healthcare staff, " (5) "conferences, " (6) "peer relationships, " and (7) "daily planning in clinical practice. " Students with higher scores for stress factor such as "relationships with teachers and clinical instructors" were less likely to engage in the coping behavior "changing mood. " Moreover, three stress factors, "lack of knowledge and skills, " "reflecting on patient-care experiences, " and "conferences, " negatively correlated with the coping behavior "seeking help to solve problems. " Conclusion: We identified seven stress factors in nursing students during fundamental clinical training. Faculty teachers and clinical instructors need to actively engage with students by providing adequate debriefing or guidance and having them reflect on their daily actions. Furthermore, orientations before clinical training should be redesigned to address conference procedures and reflection on patient care.

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“…Yamashita et al [17] reported three coping styles as stress management strategies to address psychosomatic symptoms, e.g., active coping, avoiding self-blame, and acceptance and behavioural disengagement. In year 2000, a study among 261 oncology attendees, house staff, and nurses showed that religion and spirituality were also associated with lower levels of exhaustion and stress [18].…”

Section: Introductionmentioning

confidence: 99%

The Prevalence of Psychosomatic Symptoms and Spirituality Levels among University Students in South Jordan

Nawafleh¹,

Hadid²,

Momani³

et al. 2018

Health

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Psychosomatic symptoms are present in various stages of life. University students have also manifested such symptoms, which were also found to be linked to the level of spirituality affecting physical and psychological well-being. This study aims to examine whether spirituality can predict the presence of psychosomatic symptoms by investigating the relationship between the prevalence of psychosomatic symptoms and the level of spirituality among university students in South Jordan. An exploratory cross-sectional design involving convenience samples and self-administered questionnaires using the twelve-item general health questionnaire including spirituality-based items were used to collect data for this study. A total of 1269 completed the study questionnaire. Students' responses indicated various psychosomatic symptoms causing issues to better academic achievement, including students' feeling of uselessness, followed by their lack of happiness, inability to make decisions and solve problems, and lack of concentration on what they are doing. They considered spirituality as an important part of their life. Lower scores on general health questionnaire were observed to have higher scores on spirituality items indicating that students with better spirituality practices have less psychological symptoms. Based on the findings of this study, the level of spirituality influences the prevalence of psychosomatic symptoms. Conducting educational programs to improve the spiritual well-being of students could be beneficial. Further, it is important that students' affairs board at the university perform proper assessment and interventions to improve the spirituality level to decrease the impact of psychosomatic symptoms among students.

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Stress and coping styles in Japanese nursing students

Cited by 91 publications

References 48 publications

Psychological distress in health sciences college students and its relationship with academic engagement

Psychological distress in health sciences college students and its relationship with academic engagement

Stress Factors and Coping Behaviors in Nursing Students during Fundamental Clinical Training in Japan

The Prevalence of Psychosomatic Symptoms and Spirituality Levels among University Students in South Jordan

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