Abstract
Objectives
Clinical practice is a major component of nursing education wherein significant learning takes place. Nursing students experience stress in clinical practice which can have a negative impact on their learning. Guided by Lazarus and Folkman’s theory of stress and coping, this study explored nursing students’ perceptions of and experiences with coping with stress in clinical practice.
Methods
Semi-structured interviews were conducted with ten undergraduate nursing students. Qualitative content analysis was used to analyze the data.
Results
The themes of: Learning about self, Knowing self, Value of social support, and Relationships with clinical instructors reflect participants’ descriptions of coping with stress. Students cognitive and behavioral strategies, including reflection, help them understand their stress and decide how to reduce its effects.
Conclusions
Supportive and respectful relationships are essential for a student to learn and cope effectively with stressful situations. Implications for improving the clinical instructor’s role to enhance students’ coping with stress in clinical practice are discussed.
Funding source: Manitoba Centre for Nursing and Health Research (MCNHR)
Funding source: College of Nursing
Funding source: Rady Faculty of Health Sciences
Funding source: University of Manitoba
Research funding: This research study was funded by Manitoba Centre for Nursing and Health Research (MCNHR), College of Nursing, Rady Faculty of Health Sciences, University of Manitoba.
Author contributions: All authors have accepted responsibility for the entire content of this manuscript and approved its submission.
Competing interests: Authors state no conflict of interest.
Informed consent: Informed consent was obtained from all individuals included in this study.
Ethical approval: Research involving human subjects complied with all relevant national regulations, institutional policies and is in accordance with the tenets of the Helsinki Declaration (as revised in 2013), and has been approved by the authors’ institutional review board (xxxx) or equivalent committee. (xxx-Nr.: xx/x).
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© 2020 Walter de Gruyter GmbH, Berlin/Boston
Artikel in diesem Heft
- Editorial
- A note of gratitude
- Research Articles
- Assessing baccalaureate nursing students’ knowledge and attitudes of social determinants of health after a health equity simulation
- Use of phenomenography in nursing education research
- A comparison of RN licensure test plans: the United States and China with implications for the Chinese nursing licensure exam
- From practical nurse to bachelor of nursing student: bridging the transition
- A caring model for nursing education
- Nurse and midwife educators’ experiences of translating teaching methodology knowledge into practice in Rwanda
- Nursing student-patient relationship – a 10-year comparison study in Finland
- An educational intervention to promote civility in nursing: a pilot study
- Self-compassion in undergraduate nursing: an integrative review
- Seeking transformation: how students in nursing view their academic writing context – a qualitative systematic review
- Assessing knowledge of genomic concepts among Canadian nursing students and faculty
- Nurse students’ attitudes toward the nursing profession after witnessing workplace violence
- The effectiveness of scenario-based learning to develop patient safety behavior in first year nursing students
- Impact of an extracurricular, student-led journal club on evidence-based practice among baccalaureate nursing students
- Nursing students’ engagement and experiences with virtual reality in an undergraduate bioscience course
- Concept-based curriculum: design and implementation strategies
- Assessing the impact of mentorship on nurses’ and midwives’ knowledge and self-efficacy in managing postpartum hemorrhage
- Teaching evidence-based nursing practice to student nurses in developing countries: strategies for novice nurse educators
- Nursing students’ perceptions of and experiences coping with stress in clinical practice
- Unpacking the hidden curriculum in nursing education: clinical placements abroad
- Facilitating and hindering experiences to the development of humanistic caring in the academic and clinical settings: an interpretive phenomenological study with nursing students and nurses
- Resilience in first and second semester baccalaureate nursing students
- Clinical stress among undergraduate nursing students: perceptions of clinical nursing faculty
- The potential for learning within hospital learning communities: the interplay between nursing practice and education to support research ability
- Embracing evidence-based nursing and informational literacy through an innovative undergraduate collaborative project
- The effect of linguistic modification on English as a second language (ESL) nursing student retention
- Perceived stress, physiological stress reactivity, and exit exam performance in a prelicensure Bachelor of Science nursing program
- A Comparative Analysis of Teaching and Evaluation Methods in Nurse Practitioner Education Programs in Australia, Canada, Finland, Norway, the Netherlands and USA
- Gett’n on the bus: evaluation of Sentinel City®3.0 virtual simulation in community/population health clinical placement
- Intentional learning: a student-centered pedagogy
- Journey to simulation program accreditation
- Effect of a rapid e-learning module and brief interprofessional simulation event on medical and nursing student collaborative attitudes and behaviors
- Using Participatory Action Research to Explore the Nursing Academic Work Environment
- Theoretical Approaches to Studying Incivility in Nursing Education
- Students’ Self-assessed Competence Levels during Nursing Education Continuum – A Cross-sectional Survey
- Re-imaging Clinical Education: The Interdependence of the Self-Regulated Clinical Teacher and Nursing Student
- Effect of an Educational Intervention Delivered to Senior Nursing Students to Strengthen Spiritual Care for People with Chronic Illness
- A Description of the Characteristics and Behaviors of Master Teachers in Nursing
Artikel in diesem Heft
- Editorial
- A note of gratitude
- Research Articles
- Assessing baccalaureate nursing students’ knowledge and attitudes of social determinants of health after a health equity simulation
- Use of phenomenography in nursing education research
- A comparison of RN licensure test plans: the United States and China with implications for the Chinese nursing licensure exam
- From practical nurse to bachelor of nursing student: bridging the transition
- A caring model for nursing education
- Nurse and midwife educators’ experiences of translating teaching methodology knowledge into practice in Rwanda
- Nursing student-patient relationship – a 10-year comparison study in Finland
- An educational intervention to promote civility in nursing: a pilot study
- Self-compassion in undergraduate nursing: an integrative review
- Seeking transformation: how students in nursing view their academic writing context – a qualitative systematic review
- Assessing knowledge of genomic concepts among Canadian nursing students and faculty
- Nurse students’ attitudes toward the nursing profession after witnessing workplace violence
- The effectiveness of scenario-based learning to develop patient safety behavior in first year nursing students
- Impact of an extracurricular, student-led journal club on evidence-based practice among baccalaureate nursing students
- Nursing students’ engagement and experiences with virtual reality in an undergraduate bioscience course
- Concept-based curriculum: design and implementation strategies
- Assessing the impact of mentorship on nurses’ and midwives’ knowledge and self-efficacy in managing postpartum hemorrhage
- Teaching evidence-based nursing practice to student nurses in developing countries: strategies for novice nurse educators
- Nursing students’ perceptions of and experiences coping with stress in clinical practice
- Unpacking the hidden curriculum in nursing education: clinical placements abroad
- Facilitating and hindering experiences to the development of humanistic caring in the academic and clinical settings: an interpretive phenomenological study with nursing students and nurses
- Resilience in first and second semester baccalaureate nursing students
- Clinical stress among undergraduate nursing students: perceptions of clinical nursing faculty
- The potential for learning within hospital learning communities: the interplay between nursing practice and education to support research ability
- Embracing evidence-based nursing and informational literacy through an innovative undergraduate collaborative project
- The effect of linguistic modification on English as a second language (ESL) nursing student retention
- Perceived stress, physiological stress reactivity, and exit exam performance in a prelicensure Bachelor of Science nursing program
- A Comparative Analysis of Teaching and Evaluation Methods in Nurse Practitioner Education Programs in Australia, Canada, Finland, Norway, the Netherlands and USA
- Gett’n on the bus: evaluation of Sentinel City®3.0 virtual simulation in community/population health clinical placement
- Intentional learning: a student-centered pedagogy
- Journey to simulation program accreditation
- Effect of a rapid e-learning module and brief interprofessional simulation event on medical and nursing student collaborative attitudes and behaviors
- Using Participatory Action Research to Explore the Nursing Academic Work Environment
- Theoretical Approaches to Studying Incivility in Nursing Education
- Students’ Self-assessed Competence Levels during Nursing Education Continuum – A Cross-sectional Survey
- Re-imaging Clinical Education: The Interdependence of the Self-Regulated Clinical Teacher and Nursing Student
- Effect of an Educational Intervention Delivered to Senior Nursing Students to Strengthen Spiritual Care for People with Chronic Illness
- A Description of the Characteristics and Behaviors of Master Teachers in Nursing