Bridie McCarthy1, Anna Trace2, Moira O'Donovan3, Patricia O'Regan4, Caroline Brady-Nevin5, Maria O'Shea6, Ann-Marie Martin7, Margaret Murphy8. 1. School of Nursing & Midwifery, University College Cork, Ireland. Electronic address: bridie.mccarthy@ucc.ie. 2. School of Applied Psychology, University College Cork, Ireland. Electronic address: a.trace@ucc.ie. 3. School of Nursing & Midwifery, University College Cork, Ireland. Electronic address: m.odonovan@ucc.ie. 4. School of Nursing & Midwifery, University College Cork, Ireland. Electronic address: p.oregan@ucc.ie. 5. School of Nursing & Midwifery, University College Cork, Ireland. Electronic address: c.bradynevin@ucc.ie. 6. School of Nursing & Midwifery, University College Cork, Ireland. Electronic address: maria.oshea@ucc.ie. 7. School of Nursing & Midwifery, University College Cork, Ireland. Electronic address: a.martin@ucc.ie. 8. School of Nursing & Midwifery, University College Cork, Ireland. Electronic address: mgt.murphy@ucc.ie.
Abstract
BACKGROUND: Knowledge of coping mechanisms is important for nursing and midwifery students to cope with stressful events during undergraduate education. OBJECTIVES: To evaluate the impact of a psycho-educational intervention "Coping with Stressful Events" with first year undergraduate nursing and midwifery students. DESIGN: A quasi-experimental, one-group pre-post-test. SETTINGS: One school of nursing/midwifery in one university in Ireland. PARTICIPANTS: A convenience sample of all first year undergraduate nursing and midwifery students (n=197). Of these 166 completed the pretest and 138 students completed the post test. METHODS: Using the COPE Inventory questionnaire (Carver et al., 1989) data was collected pre and post-delivery of the psycho-educational intervention "Coping with Stressful Events" by two research assistants. Data were analysed using the IBM SPSS Statistics version 22 (NY, USA). RESULTS: Results demonstrated improved coping skills by students. There were statistically significant differences between pre and post intervention for some coping subscales. For example, the mean subscale scores were lower post-intervention for restraint and mental disengagement, and higher for use of emotional and instrumental social support indicating improved coping strategies. CONCLUSIONS: This intervention has the potential to influence undergraduate nursing and midwifery students coping skills during their first year of an undergraduate programme.
BACKGROUND: Knowledge of coping mechanisms is important for nursing and midwifery students to cope with stressful events during undergraduate education. OBJECTIVES: To evaluate the impact of a psycho-educational intervention "Coping with Stressful Events" with first year undergraduate nursing and midwifery students. DESIGN: A quasi-experimental, one-group pre-post-test. SETTINGS: One school of nursing/midwifery in one university in Ireland. PARTICIPANTS: A convenience sample of all first year undergraduate nursing and midwifery students (n=197). Of these 166 completed the pretest and 138 students completed the post test. METHODS: Using the COPE Inventory questionnaire (Carver et al., 1989) data was collected pre and post-delivery of the psycho-educational intervention "Coping with Stressful Events" by two research assistants. Data were analysed using the IBM SPSS Statistics version 22 (NY, USA). RESULTS: Results demonstrated improved coping skills by students. There were statistically significant differences between pre and post intervention for some coping subscales. For example, the mean subscale scores were lower post-intervention for restraint and mental disengagement, and higher for use of emotional and instrumental social support indicating improved coping strategies. CONCLUSIONS: This intervention has the potential to influence undergraduate nursing and midwifery students coping skills during their first year of an undergraduate programme.