Stress in mental health nursing

Kipping, Cheryl

doi:10.1016/s0020-7489(00)00006-7

Cited by 47 publications

(46 citation statements)

References 18 publications

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“…Nonetheless findings prompt cognisance and action on behalf of all stakeholders in nurse education. Similar issues were identified in the UK in the last decade (Kipping, 2000) and indeed further a field in Australia (Healy and McKay, 2000). Demerouti et al (2000) echo the findings of Benner and Wrubel (1989) This is compounded by the loss of qualified nurses abroad very soon after qualification (Treacy and Hyde, 2003).…”

Section: Sources Of Stresssupporting

confidence: 72%

Stress and stressors in the clinical environment: a comparative study of fourth‐year student nurses and newly qualified general nurses in Ireland

Suresh

Matthews

Coyne

2012

Journal of Clinical Nursing

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Aims and objectives. To measure and compare the perceived levels of job‐related stress and stressors of newly qualified nurses and fourth‐year student nurses in the clinical environment and to explore the participants’ views on stress and stressors. Background. Stress in the nursing workplace has significant consequences for the person, the patient and the organisation, such as psychological and physical health deterioration and impaired professional practice. To address this problem, stress and stressors need to be measured and identified. Design. This study used a cross‐sectional survey design and self‐reporting questionnaires to measure and compare levels of stress in both groups. Convenience sampling involved all newly qualified nurses (n = 120) and fourth‐year student nurses (n = 128) in Dublin North‐East region in Ireland. Methods. The instrument used was ‘The Nursing Stress Scale’ (Gray‐Toft & Anderson 1981, Journal of Behavioral Assessment3, 11–23). Descriptive, qualitative analysis was conducted on an open‐ended question. Data were obtained from newly qualified nurses (n = 31) and fourth‐year student nurses (n = 40) in six acute hospital sites. Results. Levels of perceived stress and stressors were high in both groups. Themes identified from the responses to the open question by both groups included excessive workload, difficult working relationships and unmet clinical learning needs. Student nurses also reported the combination of academic demands with clinical placement as a major stressor. There was no significant difference between each group. Conclusion. Stress continues to be a problem for nurses in the clinical setting. Excessive workload requires urgent attention by hospital managers in view of widespread retention difficulties. Themes identified could provide a framework for possible interventions for improving the clinical environment for nurses. Relevance to clinical practice. These results can help stakeholders in nurse education and practice to develop interventions to reduce stress for both groups and to ease the transition from student to graduate nurse.

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Section: Sources Of Stresssupporting

confidence: 72%

Stress and stressors in the clinical environment: a comparative study of fourth‐year student nurses and newly qualified general nurses in Ireland

Suresh

Matthews

Coyne

2012

Journal of Clinical Nursing

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“…This observation, together with the fact that having at least one school‐age child is a predictor of caseness, suggests that it is essential that programmes, such as nursing, which claim a large proportion of women as students, have some balance between university/college life and home life built into them. Indeed, Kipping (2000) laments the lack of studies considering this particular aspect of the stress equation. What this means in practice is that educators should consider the work‐life balance when designing and planning curricula, which has rarely been the case in nurse education.…”

Section: Discussionmentioning

confidence: 99%

“…Academic sources of stress consistently reported in the literature include examinations and assessments (Baldwin et al , 1998; Beck, Hackett, Srivastava, McKim, & Rockwell, 1997; Beck & Srivastava, 1991; Clarke & Ruffin, 1992; Howard, 2001; Jones & Johnston, 1997; Kipping, 2000; Lindop, 1991; Thyer & Bazeley, 1993); workload (Beck et al , 1997; Clarke & Ruffin, 1992; Jones & Johnston, 1997; Lo, 2002; Mahat, 1998; Zujewskyj & Davis, 1985) and the fear of failure (Jones & Johnston, 1997; Parkes, 1985). Workload and examinations have also been identified as major sources of stress in generic HE students (Everly, Poff, Lamport, Hamant, & Alvey, 1994; Fisher & Hood, 1987; Monk & Mahmood, 1999; University of Leicester, 2002).…”

mentioning

confidence: 99%

Predicting stress in pre‐registration nursing students

Pryjmachuk

Richards

2007

British J Health Psychol

115

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Since self-report and personal, rather than academic, concerns predict stress, personal teachers need to play a key role in supporting students through 'active listening', especially when students self-report high levels of stress and where personal/social problems are evident. The work-life balance of students, especially those with child-care responsibilities, should be a central tenet in curriculum design in nurse education (and, indeed, the education of other professional and occupational groups). There may be some benefit in offering stress management (coping skills) training to nursing students and, indeed, students of other disciplines.

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“…These stressors can be academic, clinical, and personal. Some of these academic stressors are perceived stress from examinations and assessments (Evans & Kelly, 2004;Howard, 2001;Kipping, 2000), fear of failing examinations (Higginson, 2006), increased academic workload (Barboza & Soares, 2012;Evans & Kelly, 2004), and disorganized and overwhelming course structure (Gibbons, Dempster, & Moutray, 2008).…”

Section: Nursing Student Stressorsmentioning

confidence: 99%

Nursing students' understanding and enactment of resilience: a grounded theory study

Reyes

Andrusyszyn

Iwasiw

et al. 2015

Journal of Advanced Nursing

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The purpose of this study was to explore nursing students' understanding and enactment of resilience. Stress is considered to be a major factor affecting the health, well-being, and academic performance of nursing students. Resilience has been extensively researched as a process that allows individuals to successfully adapt to adversity and develop positive outcomes as a result. However, relatively little is known about the resilience of nursing students. A constructivist grounded theory study design was used. In-depth individual interviews were conducted with 38 nursing students enrolled in a four-year, integrated baccalaureate nursing degree program at a university in Ontario, Canada. Face-to-face interviews were conducted from January to April 2012. The basic social process of pushing through emerged as nursing students' understanding and enactment of resilience. Participants employed this process to withstand challenges in their academic lives. This process was comprised of three main phases: stepping into, staying the course, and acknowledging.Pushing through also included a transient disengaging process in which students were temporarily unable to push through their adversities. The process of pushing through was based on a progressive trajectory, which implied that nursing students enacted the process in order to make progress in their academic lives and to attain goals. Study findings provide important evidence for understanding the phenomenon of resilience as a dynamic, contextual process that can be learned and developed, rather than a static trait or personality characteristic.

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Stress in mental health nursing

Cited by 47 publications

References 18 publications

Stress and stressors in the clinical environment: a comparative study of fourth‐year student nurses and newly qualified general nurses in Ireland

Stress and stressors in the clinical environment: a comparative study of fourth‐year student nurses and newly qualified general nurses in Ireland

Predicting stress in pre‐registration nursing students

Nursing students' understanding and enactment of resilience: a grounded theory study

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