BACKGROUND: Nursing students perceive stress during clinical trainings and use various coping strategies to manage it. This integrative review critically appraises previous literature on stress and coping strategies among undergraduate nursing students during clinical training. METHOD: An integrative review procedure was followed. Five electronic databases were searched with various search terms. A total of 1,170 publications were screened, 13 of which were included in the review. RESULTS: Most studies applied a cross-sectional, descriptive approach. Students perceived moderate to high levels of stress during their clinical trainings, with problem solving and transference the most common coping techniques. Teachers and nursing staff were a strong stressor because students felt they were constantly being observed and evaluated. CONCLUSION: The findings may provide guidance for how nursing staff can mentor students during clinical practice and establish a more supportive clinical environment. [J Nurs Educ. 2019;58(5):266-272.]. Copyright 2019, SLACK Incorporated.
BACKGROUND: Nursing students perceive stress during clinical trainings and use various coping strategies to manage it. This integrative review critically appraises previous literature on stress and coping strategies among undergraduate nursing students during clinical training. METHOD: An integrative review procedure was followed. Five electronic databases were searched with various search terms. A total of 1,170 publications were screened, 13 of which were included in the review. RESULTS: Most studies applied a cross-sectional, descriptive approach. Students perceived moderate to high levels of stress during their clinical trainings, with problem solving and transference the most common coping techniques. Teachers and nursing staff were a strong stressor because students felt they were constantly being observed and evaluated. CONCLUSION: The findings may provide guidance for how nursing staff can mentor students during clinical practice and establish a more supportive clinical environment. [J Nurs Educ. 2019;58(5):266-272.]. Copyright 2019, SLACK Incorporated.
Authors: Ewa Kupcewicz; Elżbieta Grochans; Helena Kadučáková; Marzena Mikla; Marcin Jóźwik Journal: Int J Environ Res Public Health Date: 2020-06-24 Impact factor: 3.390
Authors: Aureliusz Kosendiak; Magdalena Król; Milena Ściskalska; Marta Kepinska Journal: Int J Environ Res Public Health Date: 2021-12-28 Impact factor: 3.390