Stress sources in nursing practice. Evolution during nursing training

Gorostidi, Xabier Zupiria; Egilegor, Xabier Huitzi; Erice, Mari Jose Alberdi; Iturriotz, M.J. Uranga; Garate, Inma Eizmendi; Lasa, M. Barandiaran; Cascante, Xabier Sanz

doi:10.1016/j.nedt.2006.10.017

Cited by 99 publications

(44 citation statements)

References 17 publications

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“…While socialisation was not a key focus of this research project, it has been a focus of several studies emerging in nursing literature in recent years (Björkström, Athlin, & Johansson, 2008;Brown et al, 2012a;Zupiria Gorostidi et al, 2007). Th e elucidation of these fi ve elements nursing student adopt to construct their nursing identity adds to what is known about the professional socialisation of the student nurse.…”

Section: Peer Supportmentioning

confidence: 99%

Constructing a nursing identity within the clinical environment: The student nurse experience

et al. 2014

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Section: Peer Supportmentioning

confidence: 99%

Constructing a nursing identity within the clinical environment: The student nurse experience

et al. 2014

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“…More specifically, the sources of stress in practicum areas involve fear of making mistakes (Kim, 2003;Sharif & Masoumi, 2005), interpersonal difficulties with health care staff in clinical placements Howard, 2001;, dealing with death and dying (Timmins & Kaliszer, 2002), lack of competence (Sheu, Lin, & Hwang, 2002), and being emotionally involved with care of patients (Gorostidi et al, 2007).…”

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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“…Some of the data revealed a frustration that in spite of all of the studying and academic work, the situations still do not make sense to students. Feelings of incompetence can be extremely stressful for students [15] and can impact negatively on their learning. Students describe feelings of sadness and the need to become tougher in order to deal with the situations they encounter.…”

Section: Discussionmentioning

confidence: 99%

The meaning of compassion fatigue to student nurses: an interpretive phenomenological study

Jack

2017

J of Compassionate Health Care

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Background: Compassion fatigue is a form of occupational stress which occurs when individuals are exposed to suffering and trauma on an ongoing basis. The purpose of this study was to explore the experiences of compassion fatigue among student nurses following their first clinical placement in a UK health care setting during 2015. Methods: The aim of this study was to explore students' thoughts and feelings about compassion fatigue using reflective poems as a source of data. An interpretive phenomenological approach was taken using a purposeful sampling strategy which aimed to explore in depth meaning of the concept as experienced by the students. Results: From this study it is clear that students experience compassion fatigue and this has a psychological effect on their wellbeing and ability to learn in the clinical practice setting. Reflective poetry writing enabled articulation of feelings which were at times negative and linked to the student's status as a novice nurse. Conclusions: Students experience compassion fatigue and educators need to find ways to provide support in both clinical and university settings. Positive practices such as shared reflection and the use of creative teaching methods might be beneficial, to support exploration of feelings, build resilience and effective ways of coping.

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Stress sources in nursing practice. Evolution during nursing training

Cited by 99 publications

References 17 publications

Constructing a nursing identity within the clinical environment: The student nurse experience

Constructing a nursing identity within the clinical environment: The student nurse experience

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

The meaning of compassion fatigue to student nurses: an interpretive phenomenological study

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