BACKGROUND: Nursing students experience high levels of stress. Coping mechanisms such as utilization of social support are effective in managing the effects of stress and promoting individual well-being. The use of social support from faculty members and peers in nursing programs has not been studied sufficiently. Faculty members who can perceive and understand student emotions add to the students' positive perception of the educational environment, making it more conducive to learning. OBJECTIVES: To identify the stress experience and use of social support as a coping mechanism in traditional and second degree nursing students' educational experiences. DESIGN: A mixed method study was conducted. SETTING: Undergraduate nursing students at a private university. PARTICIPANTS: 107 baccalaureate nursing students enrolled in either a traditional (n=49) or second degree (n=58) program during the Fall 2011 semester. METHOD: Five instruments were combined to develop the quantitative and qualitative questions for an online survey. RESULTS: Traditional and second degree nursing students report high levels of anxiety, worry and depression in response to stress, resulting in feelings of rejection and inadequacy. Respondents used faculty members for support less frequently than they used their peers, spouse/significant other or parents. Second degree students and traditional students differ in their level of alcohol consumption with traditional students more likely to drink heavily than second degree students. In addition, traditional students are more likely to use fellow nursing students and other friends as social support, whereas second degree students rely more on their spouse/significant other. CONCLUSION: Students' high levels of maladaptive reactions to stress should encourage educators to help students develop positive coping strategies. Educators have the potential to impact the development of their students as they transition into nurses capable of handling the rigors of the profession.
BACKGROUND: Nursing students experience high levels of stress. Coping mechanisms such as utilization of social support are effective in managing the effects of stress and promoting individual well-being. The use of social support from faculty members and peers in nursing programs has not been studied sufficiently. Faculty members who can perceive and understand student emotions add to the students' positive perception of the educational environment, making it more conducive to learning. OBJECTIVES: To identify the stress experience and use of social support as a coping mechanism in traditional and second degree nursing students' educational experiences. DESIGN: A mixed method study was conducted. SETTING: Undergraduate nursing students at a private university. PARTICIPANTS: 107 baccalaureate nursing students enrolled in either a traditional (n=49) or second degree (n=58) program during the Fall 2011 semester. METHOD: Five instruments were combined to develop the quantitative and qualitative questions for an online survey. RESULTS: Traditional and second degree nursing students report high levels of anxiety, worry and depression in response to stress, resulting in feelings of rejection and inadequacy. Respondents used faculty members for support less frequently than they used their peers, spouse/significant other or parents. Second degree students and traditional students differ in their level of alcohol consumption with traditional students more likely to drink heavily than second degree students. In addition, traditional students are more likely to use fellow nursing students and other friends as social support, whereas second degree students rely more on their spouse/significant other. CONCLUSION: Students' high levels of maladaptive reactions to stress should encourage educators to help students develop positive coping strategies. Educators have the potential to impact the development of their students as they transition into nurses capable of handling the rigors of the profession.
Authors: Ryon C Mcdermott; Sharon M Fruh; Susan Williams; Caitlyn Hauff; Rebecca J Graves; Bernadette M Melnyk; Heather R Hall Journal: J Adv Nurs Date: 2020-10-03 Impact factor: 3.187
Authors: Sharyn Burns; Gemma Crawford; Jonathan Hallett; Kristen Hunt; Hui Jun Chih; P J Matt Tilley Journal: BMC Psychiatry Date: 2017-03-23 Impact factor: 3.630