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How do students cope with stress during clinical practice?
How do nursing students cope with stress and anxiety?
Why is it important to understand the stressors and coping strategies of nursing students?
May 11, 2024 · We extracted three main themes that described students’ stress and use of coping strategies during clinical training: (1) managing expectations; (2) theory-practice gap; and (3) learning to cope. Learning to cope, included two subthemes: positive coping strategies and negative coping strategies.
Aug 11, 2021 · Stress is common among nursing students and it has been exacerbated during the COVID-19 pandemic. This study examined nursing students’ stress levels and their coping strategies in clinical practice before and during the COVID-19 pandemic.
Dec 25, 2017 · There are at least two types of coping strategies; problem-focused and emotion-focused. Each individual uses one of the strategies depending on the type of threat, previous beliefs or impermanent factors such as changing strategy based on type of feedback ( 14 ).
- Foozieh Rafati, Esmat Nouhi, Sakineh Sabzevari, Nahid Dehghan-Nayeri
- 2017
Sep 18, 2023 · Abstract. Introduction. Stress reduces nursing students’ capacity to think critically, impedes decision-making, and eventually lowers academic performance and limits success. The circumstances surrounding the COVID-19 outbreak drove students into new virtual learning settings, adding stress to their academic responsibilities. Objectives.
Oct 16, 2023 · Stress factors of nursing students highlighted the significance of adequate coping methods in nursing education and practical practicum (Hwang et al., 2021). The coping mechanisms that students use in clinical training can modify and impact their stress levels.
Jun 30, 2021 · Abstract. Background. Undergraduate nursing students experience high levels of stress during their programs. The literature on their stress is extensive, however, what is less well-known are the specific sources of stresses for students in different years of study. Purpose.
