Bridie McCarthy1, Anna Trace2, Moira O'Donovan3, Caroline Brady-Nevin4, Margaret Murphy5, Maria O'Shea6, Patricia O'Regan7. 1. General Nursing, School of Nursing & Midwifery, University College Cork, Ireland. Electronic address: bridie.mccarthy@ucc.ie. 2. Psychology, School of Applied Psychology, University College Cork, Ireland. Electronic address: a.trace@ucc.ie. 3. Mental Health Nursing, School of Nursing & Midwifery, University College Cork, Ireland. Electronic address: m.o'donovan@ucc.ie. 4. General Nursing, School of Nursing & Midwifery, University College Cork, Ireland. Electronic address: c.bradynevin@ucc.ie. 5. Midwifery, School of Nursing & Midwifery, University College Cork, Ireland. Electronic address: mgt.murphy@ucc.ie. 6. General/Children's' Nursing, School of Nursing & Midwifery, University College Cork, Ireland. Electronic address: maria.oshea@ucc.ie. 7. General Nursing, School of Nursing & Midwifery, University College Cork, Ireland. Electronic address: p.oregan@ucc.ie.
Abstract
OBJECTIVES: The aim of this review is to examine the literature related to the sources of stress, coping mechanisms and interventions to support undergraduate nursing and midwifery students to cope with stress during their undergraduate education. DESIGN: Integrative literature review. DATA SOURCES: The databases CINAHL, PubMed and PsycINFO were searched for articles published between 2010 and 2016. Search terms in various combinations were used for example; student nurse, student midwife, undergraduate, stress, coping and interventions. REVIEW METHODS: An integrative review based on Whittemore and Knafl's approach was used to conduct the review. RESULTS: The search generated 25 articles that met the inclusion criteria. The key sources of stress emanated from clinical, academic and financial issues but predominantly from the clinical environment. Students used a variety of coping strategies, both adaptive and maladaptive. These appear to be influenced by their past and present circumstances such as, their needs, what was at stake and their options for coping. Interventions for student nurses/midwives to cope with stress were varied and in the early stages of development. Mindfulness showed some promising positive results. Interventions focussed on the individual level excluding the wider social context or organisation level. CONCLUSIONS: Stress is pervasive in all aspects of undergraduate nursing and midwifery education. Nursing and midwifery educators need to be aware of this impact and provide appropriate support to students in both the clinical and academic environments. Further research is needed to capture the experience of stress from the students' perspective as well as the barriers and facilitators to supporting students from the preceptors'/mentors' perspectives. Finally, more intervention studies are needed to identify and compare what interventions are effective in supporting students to cope with stress during their undergraduate education.
OBJECTIVES: The aim of this review is to examine the literature related to the sources of stress, coping mechanisms and interventions to support undergraduate nursing and midwifery students to cope with stress during their undergraduate education. DESIGN: Integrative literature review. DATA SOURCES: The databases CINAHL, PubMed and PsycINFO were searched for articles published between 2010 and 2016. Search terms in various combinations were used for example; student nurse, student midwife, undergraduate, stress, coping and interventions. REVIEW METHODS: An integrative review based on Whittemore and Knafl's approach was used to conduct the review. RESULTS: The search generated 25 articles that met the inclusion criteria. The key sources of stress emanated from clinical, academic and financial issues but predominantly from the clinical environment. Students used a variety of coping strategies, both adaptive and maladaptive. These appear to be influenced by their past and present circumstances such as, their needs, what was at stake and their options for coping. Interventions for student nurses/midwives to cope with stress were varied and in the early stages of development. Mindfulness showed some promising positive results. Interventions focussed on the individual level excluding the wider social context or organisation level. CONCLUSIONS: Stress is pervasive in all aspects of undergraduate nursing and midwifery education. Nursing and midwifery educators need to be aware of this impact and provide appropriate support to students in both the clinical and academic environments. Further research is needed to capture the experience of stress from the students' perspective as well as the barriers and facilitators to supporting students from the preceptors'/mentors' perspectives. Finally, more intervention studies are needed to identify and compare what interventions are effective in supporting students to cope with stress during their undergraduate education.
Authors: Manuel Sánchez de Miguel; Aintzane Orkaizagirre-Gómara; Javier Ortiz de Elguea; Andrea Izagirre Otaegi; Amaia Ortiz de Elguea-Oviedo Journal: Nurs Open Date: 2019-10-15
Authors: Pavel Dietz; Jennifer L Reichel; Dennis Edelmann; Antonia M Werner; Ana Nanette Tibubos; Markus Schäfer; Perikles Simon; Stephan Letzel; Daniel Pfirrmann Journal: Front Public Health Date: 2020-04-28