scholarly journals Perceived Stress and Its Associated Factors Among Nursing Students Regarding Clinical Learning Environment

2019 ◽  
Vol 9 (2) ◽  
pp. 19-23
Author(s):  
Binita Adhikari ◽  
Jenny Ojha
Keyword(s):  
Nursing Students ◽  
Learning Environment ◽  
Perceived Stress ◽  
Associated Factors ◽  
Clinical Learning ◽  
Severe Stress ◽  
Clinical Learning Environment ◽  
Related Factors ◽  
Emotional Strain ◽  
Moderate Stress

Introduction: Stress is a state of mental or emotional strain resulting from demanding circumstances. This study aims to assess the perceived stress and its associated factors among nursing students regarding clinical learning environment. Methods: A cross-sectional study was conducted among 172 Proficiency Certificate Level nursing students of second year. The respondents were selected using lottery method and information collected using the semi-structured selfadministered questionnaire. Descriptive and inferential statistics with Chi-square test were performed. Results: The mean age of the respondents was 18.17±0.612. The study revealed that more than half (54.7%) students had Moderate stress, 41.3% had Mild and 4.0% had Severe stress regarding clinical learning environment. The clinical learning environment related factors such as: using or handling unfamiliar equipment (χ 2 =7.646,df=1, p=0.006), Interpersonal relationship with clinical supervisor (χ2 =7.516,df=1,p=0.006) were significantly associated with perceivedstress regarding clinical learning environment. Conclusions: The study revealed that more than half (54.7%) students had Moderate stress, 41.3% had Mild and 4.0% had Severe stress regarding clinical learning environment.

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 Perceived stress among Macao nursing students in the clinical learning environment

2015 ◽  
Vol 2 (2) ◽  
pp. 128-133 ◽  
Author(s):  
Ming Liu ◽  
Ken Gu ◽  
Thomas K.S. Wong ◽  
Min Z. Luo ◽  
Men Y. Chan
Keyword(s):  
Nursing Students ◽  
Learning Environment ◽  
Perceived Stress ◽  
Clinical Learning ◽  
Clinical Learning Environment

scholarly journals Nursing students’ perception of the clinical learning environment and supervision in relation to two different supervision models – a comparative cross-sectional study

BMC Nursing ◽  
2019 ◽  
Vol 18 (1) ◽  
Author(s):  
Mirjam Ekstedt ◽  
Marléne Lindblad ◽  
Anna Löfmark
Keyword(s):  
Nursing Students ◽  
Learning Environment ◽  
Peer Learning ◽  
Categorical Variables ◽  
Clinical Learning ◽  
Continuous Variables ◽  
Clinical Learning Environment ◽  
Clinical Placements ◽  
Supervision Models ◽  
Positive Experiences

Abstract Background Knowledge concerning nursing students’ experiences of the clinical learning environment and how supervision is carried out is largely lacking. This study compares nursing students’ perceptions of the clinical learning environment and supervision in two different supervision models: peer learning in student-dedicated units, with students working together in pairs and supervised by a “preceptor of the day” (model A), and traditional supervision, in which each student is assigned to a personal preceptor (model B). Methods The study was performed within the nursing programme at a university college in Sweden during students’ clinical placements (semesters 3 and 4) in medical and surgical departments at three different hospitals. Data was collected using the Clinical Learning Environment, Supervision and Nurse Teacher evaluation scale, CLES+T, an instrument tested for reliability and validity, and a second instrument developed for this study to obtain deeper information regarding how students experienced the organisation and content of the supervision. Independent t-tests were used for continuous variables, Mann-Whitney U-tests for ordinal variables, and the chi-square or Fischer’s exact tests for categorical variables. Results Overall, the students had positive experiences of the clinical learning environment and supervision in both supervision models. Students supervised in model A had more positive experiences of the cooperation and relationship between student, preceptor, and nurse teacher, and more often than students in model B felt that the ward had an explicit model for supervising students. Students in model A were more positive to having more than one preceptor and felt that this contributed to the assessment of their learning outcomes. Conclusions A good learning environment for students in clinical placements is dependent on an explicit structure for receiving students, a pedagogical atmosphere where staff take an interest in supervision of students and are easy to approach, and engagement among and collaboration between preceptors and nurse teachers. This study also indicates that supervision based on peer learning in student-dedicated rooms with many preceptors can be more satisfying for students than a model where each student is assigned to a single preceptor.

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