scholarly journals Stress, stressors and related factors in clinical training of midwifery students in Iran: a cross sectional study

2019 ◽  
Author(s):  
Behrooz Rezaei ◽  
Juliana Falahati ◽  
Raziyeh Beheshtizadeh
Keyword(s):  
Perceived Stress ◽  
Clinical Training ◽  
Negative Impact ◽  
Training Methods ◽  
Academic Education ◽  
Clinical Environment ◽  
Clinical Practices ◽  
Training Environment ◽  
Related Factors ◽  
Cross Sectional

Abstract Background: Midwifery is an emotionally challenging profession, and academic education of midwifery has its own specific challenges. Midwifery students face with stressful experiences, especially related to instructor and characteristics of clinical environment, which can affect their theoretical and practical abilities. There is insufficient evidence in this field. This study aimed to explore (1) the perceived stress and stressors of midwifery students and (2) the relationships between students' stress and related factors in clinical training. Methods: A cross sectional, descriptive study was conducted at one university in Iran. A sample of 108 students was selected using Krejcie and Morgan table in 2016. Data was collected using Persian version of Cohen's perceived stress scale, Persian questionnaire of sources of stress and demographic form. Data was analyzed using independent t, ANOVA and correlation coefficient test (α<0.05). Results: Participants returned 70 surveys (response rate, 64.8%). Approximately 56 % of the students perceived a high level of stress. The most common dimensions of stressors were "unpleasant emotions" and "humiliating experiences". The highest stressors were included "feeling suffering due to seeing for patients with critical situation", "instructor’s admonition in the presence of clinical staff" and "communication with instructor". The "interest in the field of study" had a negative impact on perception of stressors in dimensions of "clinical practices" and "interpersonal communication". Conclusions: The midwifery students reported their stress in severe level, especially in dimensions of "unpleasant emotions" and "humiliating experiences". The factors associated with the instructors have caused more stress in students. These findings will highlight need for supportive strategies by the clinical instructors. In this regard, the use of experienced instructors, the development of communication skills of the instructors, increasing coping skills of the students and the creation of a supportive environment may be helpful. Keywords: Clinical Training Environment, Clinical Preceptorship, Midwifery Education, Stress, Student, Midwifery

scholarly journals Stress, stressors and related factors in clinical learning of midwifery students in Iran: a cross sectional study

2020 ◽  
Author(s):  
Behrooz Rezaei ◽  
Juliana Falahati ◽  
Raziyeh Beheshtizadeh
Keyword(s):  
Learning Environment ◽  
Perceived Stress ◽  
Negative Impact ◽  
Clinical Learning ◽  
Academic Education ◽  
Clinical Practices ◽  
Clinical Learning Environment ◽  
Cross Sectional Survey ◽  
Related Factors ◽  
Cross Sectional

Abstract Background: Midwifery is an emotionally challenging profession, and academic education of midwifery especially clinical learning has its own specific challenges. Midwifery students face with stressful experiences, especially related to instructor and characteristics of clinical environment, which can affect their theoretical and practical abilities. There is insufficient evidence in this field. This study aimed to explore (1) the perceived stress and stressors of midwifery students and (2) the relationships between students' stress and related factors in clinical learning environment. Methods: A cross sectional, survey design was conducted at one university in Iran. A sample of 108 students was selected using Krejcie and Morgan table in 2016. Data was collected using Persian version of Cohen's perceived stress scale, Persian questionnaire of sources of stress and demographic form. Data was analyzed using independent t, ANOVA and correlation coefficient test (α<0.05). Results: Participants returned 70 surveys (response rate, 64.8%). Approximately 56 % of the students perceived a high level of stress. The most common dimensions of stressors were "unpleasant emotions" and "humiliating experiences". The highest stressors were included "feeling suffering due to seeing for patients with critical situation", "instructor’s admonition in the presence of clinical staff" and "communication with instructor". The "interest in the field of study" had a negative impact on perception of stressors in dimensions of "clinical practices" and "interpersonal communication". Conclusions: The midwifery students reported their stress in severe level, especially in dimensions of "unpleasant emotions" and "humiliating experiences". The factors associated with the instructors have caused more stress in students. These findings will highlight need for supportive strategies by the clinical instructors. In this regard, the use of experienced instructors, the development of communication skills of the instructors, increasing coping skills of the students and the creation of a supportive environment may be helpful. Keywords: Clinical Learning Environment, Clinical Education, Clinical Preceptorship, Midwifery Education, Stress, Student, Midwifery, Instructor

scholarly journals Mediators and Moderators of the Association Between Perceived Stress and Episodic Memory in Diverse Older Adults

2020 ◽  
pp. 1-13
Author(s):  
Afsara B. Zaheed ◽  
Neika Sharifian ◽  
A. Zarina Kraal ◽  
Ketlyne Sol ◽  
Jennifer J. Manly ◽  
...  
Keyword(s):  
Older Adults ◽  
Risk Factor ◽  
Depressive Symptoms ◽  
Episodic Memory ◽  
Perceived Stress ◽  
Perceived Control ◽  
Negative Impact ◽  
Negative Association ◽  
Cross Sectional ◽  
Stress Memory

Abstract Objective: Stress is a risk factor for numerous negative health outcomes, including cognitive impairment in late-life. The negative association between stress and cognition may be mediated by depressive symptoms, which separate studies have identified as both a consequence of perceived stress and a risk factor for cognitive decline. Pathways linking perceived stress, depressive symptoms, and cognition may be moderated by sociodemographics and psychosocial resources. The goal of this cross-sectional study was to identify modifying factors and enhance understanding of the mechanisms underlying the stress–cognition association in a racially and ethnically diverse sample of older adults. Method: A linear regression estimated the association between perceived stress and episodic memory in 578 older adults (Mage = 74.58) in the Washington Heights-Inwood Columbia Aging Project. Subsequent models tested whether depressive symptoms mediated the stress–memory relationship and whether sociodemographics (gender, race, and ethnicity) or perceived control moderated these pathways. Results: Independent of sociodemographics and chronic diseases, greater perceived stress was associated with worse episodic memory. This relationship was mediated by more depressive symptoms. Higher perceived control buffered the association between stress and depressive symptoms. There was no significant moderation by gender, race, or ethnicity. Conclusion: Depressive symptoms may play a role in the negative association between perceived stress and cognition among older adults; however, longitudinal analyses and studies using experimental designs are needed. Perceived control is a modifiable psychological resource that may offset the negative impact of stress.

scholarly journals Pre Clinical- Basic Sciences Teaching Curriculum of a Medical School in a Developing Country -Are We Doing it Right?

2015 ◽  
Vol 9 (2) ◽  
pp. 98-104
Author(s):  
Kushani Rasangika Atukorala ◽  
Piyusha Atapattu
Keyword(s):  
Clinical Practice ◽  
Medical Students ◽  
Clinical Significance ◽  
Clinical Training ◽  
Training Methods ◽  
Basic Sciences ◽  
Undergraduate Medical Students ◽  
Cross Sectional ◽  
Clinical Exposure ◽  
Teaching Time

Background: Preclinical teaching of basic sciences provides the basis for the development of clinical reasoning skills and the ability to make management decisions. However, many senior undergraduates, pre-interns and doctors indicate that basic sciences knowledge is poorly recalled and has little relevance to their clinical practice. Objectives: To explore the perceptions of medical students in their clinical years, and pre-interns about the basic sciences courses taught to them in the preclinical years, and to assess how each group rates the applicability of these courses to current clinical training. Methods: A descriptive cross-sectional study was conducted among 118 pre-interns and 146 undergraduate medical students using a self-administered questionnaire, regarding their perceptions on preclinical basic sciences teaching. For statistical analysis chi square test was applied. Results: More than 75% both pre-interns and undergraduates agreed that preclinical teaching was useful and relevant for future clinical work. 50-75% frequently revisited preclinical subjects despite unapparent clinical significance. 55% couldn’t remember most of preclinical content. Physiology was the most retained (76%) and most clinically relevant subject (80%). Majority of (>60%) both the groups suggested more teaching time and >75% suggested concurrent clinical exposure for preclinical teaching. Undergraduates and preinterns differed in that 56% of undergraduates and 37% of pre-interns had studied pre clinical subjects just to pass examinations (p<0.01) Conclusions: Majority of undergraduates and pre-interns felt that preclinical teaching is interesting and relevant for future clinical practice, though recall and clinical significance were suboptimal. Revising teaching methods with interdisciplinary integration, early clinical exposure showing relevance of basic sciences and allocating more teaching time utilizing clinicians should be considered. DOI: http://dx.doi.org/10.3329/jbsp.v9i2.22806 Bangladesh Soc Physiol. 2014, December; 9(2): 98-104

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.

scholarly journals The Perceived Stress Level of Nursing Students Regarding The Clinical Practices in the Covid-19 Pandemic

2021 ◽  
Vol 11 (3) ◽  
pp. 592-599
Author(s):  
ışın cantekin
Keyword(s):  
Nursing Students ◽  
Perceived Stress ◽  
Cross Sectional Study ◽  
Nursing Profession ◽  
Clinical Practices ◽  
Perceived Stress Scale ◽  
Cross Sectional ◽  
Stress Scale ◽  
Significant Difference ◽  
Stress Levels

This descriptive cross-sectional study was conducted to determine the perceived stress levels of nursing students regarding the clinical practice during the Covid-19 pandemic. The study was conducted between May 20 and June 20, 2020, with 252 students studying in all classes in the Nursing Departments of Necmettin Erbakan University. The data were collected using the Information Form and the Perceived Stress Scale for Nursing Students (PSSNS). 52.0% of the students felt uncomfortable thinking about Covid-19, and 62.2% stated that their anxiety increased when they thought they were infected with Covid-19. The study further revealed that 57.9% of the nursing students were afraid to provide care to the individuals diagnosed with Covid-19 and 82.1% stated that they did not have enough knowledge to provide care to those individuals. Our study revealed that there is a statistically significant difference between the mean scores of the Perceived Stress Scale for Nursing Students and the students’ gender (p<0.01), the status of willingly choosing the nursing profession (p<0.01), the interest in the nursing profession during the Covid-19 pandemic (p<0.01), having enough knowledge to provide care to individuals diagnosed with Covid-19 (p<0.01), being uncomfortable thinking about Covid-19 (p<0.01), being afraid to provide care to individuals diagnosed with Covid-19 (p<0.01), and the increased anxiety level thinking that they were infected with Covid-19 (p<0.01). In this study, female nurses and nurses who did not choose the nursing profession willingly, whose interests in the nursing profession were negatively affected during the pandemic period, who believe that they do not have the knowledge or who do not want to provide care to individuals diagnosed with Covid-19, who are afraid to provide care, and who are uncomfortable thinking about Covid-19 were found to have higher perceived stress levels. It is recommended to offer training and counseling to the nursing students with high perceived stress levels

scholarly journals Anxiety, Perceived Stress And Coping Strategies In Nursing Students: A Cross-sectional, Correlational, Descriptive Study

2020 ◽  
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 ◽  
Problem Solving ◽  
Perceived Stress ◽  
Clinical Training ◽  
Coping Behavior ◽  
Cognitive Restructuring ◽  
Descriptive Study ◽  
Cross Sectional ◽  
Stress Scale

Abstract Background: For many nursing students, clinical training represents a stressful experience. The levels of stress and anxiety may vary during students’ educational training, depending on their ability to adopt behavioral strategies for coping with stress, and other factors. This study aimed to investigate the relationship between anxiety, perceived stress, and the 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). Approximately half of the students (47.92%) indicated a moderate level of stress with a mean Perceived Stress Scale score of 22.78 (±8.54). Senior 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 (r =-.452, p<.01), self-criticism (r =.408 p<.01), wishful thinking (r =.459, p<.01), social support(r =-.220, p<.01), cognitive restructuring (r =-.375, p<.01), and social withdrawal (r =.388, p<.01). In the current study, the coping strategy most frequently used by students was problem-solving, followed by social support and cognitive restructuring. Conclusions: Nursing students in our study presented a moderate level of stress, in addition there was a significant correlation with anxiety. Nursing teachers and clinical preceptors/mentors should be encouraged to develop programs to help prepare nursing students to cope with the challenges they are about to face during their clinical placements.

Nurse students’ attitudes toward the nursing profession after witnessing workplace violence

2020 ◽  
Vol 17 (1) ◽  
Author(s):  
Ibrahim R. Ayasreh ◽  
Inaam A. Khalaf
Keyword(s):  
Nursing Students ◽  
Workplace Violence ◽  
Clinical Training ◽  
Nursing Student ◽  
Negative Impact ◽  
Attitude Scale ◽  
Nursing Profession ◽  
Cross Sectional ◽  
Nurse Students ◽  
The Impact

AbstractBackgroundWorkplace violence is one of the most compelling problems facing health care sectors all over the world. The detrimental impact of workplace violence extends to affect nurse students who receive their training in clinical areas.ObjectiveThe study aimed to investigate the impact of witnessing workplace violence during clinical training on the attitudes of Jordanian nursing students toward the nursing profession.MethodsCross-sectional design was used in this study. Data were collected through electronic survey questionnaires from 131 nursing students from three nursing schools in Jordan. Attitude Scale for Nursing Profession was used to assess the participants’ attitude toward nursing profession.ResultsThe results showed that about 34% of student participants witnessed workplace violence during their clinical training. Nursing student participants who did not witness workplace violence showed significantly more positive attitude toward nursing profession than who did witness.ConclusionWitnessing workplace violence had a significant negative impact on how nursing students view nursing job.

scholarly journals Revealing Distress and Perceived Stress among Dentists at the Outset of the COVID-19 Pandemic: A Cross-Sectional Factor Analytic Study

2021 ◽  
Vol 18 (22) ◽  
pp. 11813
Author(s):  
Kenneth S. Serota ◽  
Bálint Andó ◽  
Katalin Nagy ◽  
Ildikó Kovács
Keyword(s):  
Psychological Distress ◽  
Perceived Stress ◽  
Linear Regression Models ◽  
Related Factors ◽  
Cross Sectional ◽  
Confirmatory Factor Analyses ◽  
Financial Status ◽  
Related Data ◽  
Dental Practitioners ◽  
Potential Factors

Dentists’ perceptions about the stressfulness of clinical practice are well-documented, but literature on perceived stress and psychological distress experienced during the COVID-19 pandemic is scarce. This study aims to explore the emotions and attitudes, and the socio-demographic, dental, and COVID-related factors that are associated with the emergence of perceived stress and psychological distress that have been experienced by dentists during the COVID-19 pandemic. General demographic and dental-related data, and specific questions measuring the potential factors regarding dental professionals’ concerns and opinions about their professional circumstances during the pandemic, were electronically collected from 182 dental practitioners. Exploratory and confirmatory factor analyses were used to assess whether dentists’ emotions and attitudes during the pandemic measure the same construct: psychological distress, while linear regression models were built on the exploration of the effects of COVID-related factors on perceived stress and psychological distress. Facets of impulsiveness, lack of interest in social connections, emotional disengagement, mood swings, and acknowledgment of emotional exhaustion due to the pandemic, were measurements of the same construct and manifested in a singular factor: psychological distress. Two aspects, the fear of aerosol propagation and insecurities of financial status, increased the likelihood of the emergence of heightened levels of perceived stress and distress, while years spent in dental practice and age seemed to be protective factors against perceived stress and distress.

scholarly journals Examining the relationship between engagement and perceived stress-related cognitive complaints in the argentinian working population

2020 ◽  
Vol 16 (1) ◽  
pp. 12-31 ◽  
Author(s):  
Agustín Ramiro Miranda ◽  
Luisina Rivadero ◽  
Jorge Ángel Bruera ◽  
Virginia Villarreal ◽  
Laura Yhicel Bernio ◽  
...  
Keyword(s):  
Perceived Stress ◽  
Work Engagement ◽  
Negative Impact ◽  
Work Productivity ◽  
Well Being ◽  
Cross Sectional Study ◽  
Self Report ◽  
Cognitive Complaints ◽  
Cross Sectional ◽  
The Relationship

Stress has a negative impact on cognitive functioning and occupational well-being. The aim of this study was to assess the relationship among perceived stress, cognitive complaints and work engagement in public employees from Córdoba, Argentina. In this cross-sectional study, self-report questionnaires were administered to 240 participants. Spanish versions of the following instruments were used: Perceived Stress Scale (PSS), Utrecht Work Engagement Scale (UWES), Memory Failures in Everyday (MFE), Executive Complaint Questionnaire (ECQ). Statistical analysis included ANOVA, path analysis, and multiple logistic regression. Stressed workers showed lower work engagement and more cognitive complaints, even after adjusting for demographic variables. Negative associations were also observed between work engagement and cognitive complaints, suggesting that cognitive difficulties are related to engagement. Given the relation among stress, cognition, and work engagement, it is important to consider these factors to foster workers’ health and work productivity.

E-learning readiness and perceived stress among the university students of Bangladesh during COVID-19: a countrywide cross-sectional study

2021 ◽  
Author(s):  
Humayun Kabir ◽  
Md. Kamrul Hasan ◽  
Dipak Kumar Mitra
Keyword(s):  
University Students ◽  
Perceived Stress ◽  
Cross Sectional Study ◽  
Optimum Level ◽  
Sectional Study ◽  
Related Factors ◽  
Cross Sectional ◽  
Learning Readiness ◽  
E Learning ◽  
Learning Stress

Background: The COVID-19 pandemic has compelled all educational institutions from the conventional campus-based education system to e-learning worldwide. However, adapting to this new platform, e-learning readiness may cause perceived stress among students. This study aimed to examine the association between e-learning readiness and perceived e-learning stress as well as the relationship with socio-demographic and e-learning related factors. Results: This cross-sectional study was employed, where 1145 e-learning enrolled university students were surveyed. The result indicated that nearly 91% of students reported moderate (76.07%) to the higher level (14.85%) of perceived e-learning stress whereas more than half of them (58.17%) were at sub-optimum level of readiness. Furthermore, it was found that students with the sub-optimum level of readiness compare to optimum had a significantly higher chance of reporting a moderate and high level of perceived e-learning stress. Besides, parents’ highest education, residence, students’ preference, and having any eye problems were associated with perceived e-learning stress. Conclusion: A sudden introduction of e-learning during the COVID-19 catastrophe has brought about challenges including the readiness of the students that might exacerbate the perceived level of stress in different ways. This study reported that most of the students were at sub-optimal levels of readiness and suffered from moderate to high levels of perceived e-learning stress. The study findings should integrate into the education monitoring system to enhance students' coping strategies, incite readiness, straighten, and nourishing existing policies.

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