Nursing education stress and coping behaviors in Turkish and the United States nursing students: A descriptive study

2022 ◽  
pp. 103292
Author(s):  
Sultan Ayaz-Alkaya ◽  
Joyce Simones
Keyword(s):  
United States ◽  
Nursing Education ◽  
Nursing Students ◽  
Descriptive Study ◽  
The United States ◽  
Stress And Coping ◽  
Coping Behaviors ◽  
And Coping

scholarly journals Stress and Coping: Latino Youth Coming of Age in a New Latino Destination

2016 ◽  
Vol 32 (4) ◽  
pp. 407-432 ◽  
Author(s):  
Maria Brietzke ◽  
Krista Perreira
Keyword(s):  
United States ◽  
Latin American ◽  
Coming Of Age ◽  
Latino Youth ◽  
The United States ◽  
Stress And Coping ◽  
Latino Adolescents ◽  
Latin American Immigrants ◽  
Community Environments ◽  
And Coping

Previous research has linked stress to adverse mental health outcomes among Latino adolescents living in the United States. The mechanism through which this process operates continues to be explored, especially in regions of the country where Latin American immigrants and their children have only recently begun to migrate. Our study aimed to contextualize the processes of stress and coping among Latino adolescents growing up in an emerging Latino destination in the United States—North Carolina. All adolescents in our study were either the first- or second-generation children of immigrants from Latin American countries, including Colombia, El Salvador, Honduras, and Mexico. We used a longitudinal qualitative design, conducting in-depth interviews with 12 parent-adolescent dyads during each adolescent’s first year of high school (2006-2007) and approximately 4 years later (2009-2010). We identified four stress-coping trajectories that varied on the following dimensions: primary sources of stress, buffers countering these stressors, coping approaches, and the effects of these processes on adolescents’ striving for socioeconomic mobility. Our findings underscore the interplay between family, school, and community environments within an emerging Latino destination.

Falling Through the Cracks: Stress and Coping in Migration and Resettlement Among Marginalized Hmong Refugee Families in the United States

2020 ◽  
pp. 104438942090139
Author(s):  
Hyojin Im
Keyword(s):  
United States ◽  
Social Interactions ◽  
The United States ◽  
Stress And Coping ◽  
Coping Resources ◽  
Coping Capacity ◽  
Individual Interviews ◽  
Refugee Families ◽  
Refugee Community ◽  
And Coping

The marginalization process of refugees during resettlement has rarely been explored empirically due to the challenges in identifying and accessing the population. To understand how stress and coping throughout the migration and resettlement processes can result in marginalization in refugees resettled in the United States, this study conducted in-depth individual interviews with 16 homeless Hmong refugee families. The findings revealed how cumulated adversities eroded coping resources and how impeded coping capacity fuels social isolation and marginalization. In addition, an enclosed family support system tends to limit types of available help and social interactions and thus frustrates the use of diversified coping strategies that are critical to healthy acculturation. This study underscores the importance of expanded resettlement services that promote both formal and informal social supports and enhance balanced social integration of the refugee community.

scholarly journals Anxiety, perceived stress and coping strategies in nursing students: a cross-sectional correlational descriptive study

2019 ◽  
Author(s):  
María Dolores Onieva-Zafra ◽  
Juan José Fernández-Muñoz ◽  
Elia Fernández-Martínez ◽  
Francisco José García-Sánchez ◽  
Ana Abreu-Sánchez ◽  
...  
Keyword(s):  
Social Support ◽  
Nursing Students ◽  
Perceived Stress ◽  
Clinical Training ◽  
Coping Behavior ◽  
Cognitive Restructuring ◽  
Descriptive Study ◽  
Stress And Coping ◽  
Cross Sectional ◽  
And Coping

Abstract Background: Although nursing students generally have lesser responsibility in the care of patients compared to professional nurses, clinical training is recognized as being a stressful experience for many students. The study objective was to investigate the relationship between anxiety, perceived stress and coping strategies used by nursing students during their clinical training. Methods: A cross-sectional correlational descriptive study. The sample consisted of 190 nursing students enrolled in the Nursing Faculty of Ciudad Real University in Spain. Participants provided data on background characteristics and completed the following instruments: the Perceived Stress Scale; the State-Trait Anxiety Inventory and the Coping Behavior Inventory. Relationships between scores were examined using Spearman’s rho. Results: The mean age of participants was 20.71+ 3.89 years (range 18-46 years). Most students (47.92%) indicated a moderate level of stress with a mean PSS score of 22.78 (±8.54). Veteran nursing students perceived higher levels of stress than novice students. The results showed a significant correlation for perceived stress and state anxiety (r= 0.463, p<.000) and also for trait anxiety (r=0.718, p<.000). There was also a significant relationship between the total amount of perceived stress and the following domains of the Coping Behavior Inventory: problem solving, self-criticism, wishful thinking, social support, cognitive restructuring and social withdrawal. In the current study, the coping strategy most frequently used by students was problem-solving, followed by social support and cognitive restructuring. Conclusions: Nursing teachers and clinical preceptors/mentors should be encouraged to develop programs that could help prepare nursing students to cope with the challenges they are about to face during their clinical placements.

Understanding clinical leadership behaviors in practice to inform baccalaureate nursing curriculum: a comparative study between the United States and Australia novice nurses

2021 ◽  
Vol 18 (1) ◽  
Author(s):  
Sherylyn M. Watson ◽  
Heather Ferrillo ◽  
Susan A. Goncalves ◽  
Karen Clark-Burg
Keyword(s):  
United States ◽  
Nursing Education ◽  
Nursing Students ◽  
Student Development ◽  
Baccalaureate Nursing ◽  
Leadership Behaviors ◽  
The United States ◽  
Clinical Leadership ◽  
Significant Difference ◽  
Transition Into Practice

Abstract Objectives While the nursing profession recognizes the importance of leadership behaviors, limited evidence exists on essential clinical leadership behaviors that nursing students should exhibit upon graduation. The purpose of this study was to determine if there were common leadership behaviors exhibited by recently graduated baccalaureate clinical staff nurses in the United States and Australia. Methods A quantitative descriptive study with a comparative design was conducted using The Clinical Leadership Survey. Results Similar clinical leadership behaviors were reported by nurses from the two countries though there was a statistically significant difference in the overall frequency of behaviors between the two groups. Behaviors in the ‘challenging the process’ domain were less commonly practiced in both countries, identifying a clinical gap and opportunity for student development. Conclusions This study identifies the central behaviors that should be included in baccalaureate nursing education curriculum in order to prepare students for successful transition into practice.

scholarly journals Mandala making to foster understanding of theoretical concepts in nursing education: Stress and coping

2017 ◽  
Vol 7 (7) ◽  
pp. 22 ◽  
Author(s):  
Jennifer L. Lapum ◽  
Karen Owusu ◽  
Andy N. Tan ◽  
Simran Rattan ◽  
Phung P.N. Nguyen ◽  
...  
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Stress And Coping ◽  
Lessons Learned ◽  
Learning Activity ◽  
Self Awareness ◽  
Theoretical Understanding ◽  
Theoretical Concepts ◽  
Teaching Learning ◽  
And Coping

Opportunities for reflection upon theoretical concepts are a pedagogical necessity in nursing education. Arts-based teaching-learning methods, such as mandala making, can prompt narrative reflection and self-awareness. In this article, we discuss a teaching-learning activity that involved mandala making to facilitate nursing students’ theoretical understanding of health- and illness-related concepts specific to stress and coping. We begin by describing the activity followed by narrative reflections and mandalas from five students. We then share lessons learned in the context of the literature. We suggest that aesthetic narrative probes strengthen the mandala making process and foster deep reflection on theoretical concepts in nursing education.

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