Abstract
To identify the stress factors of the university environment and the repercussions on the quality of sleep and life of students in their last year of undergraduate nursing. A cross-sectional, comparative, quantitative study conducted with students in their last year of undergraduate nursing in a private institution in the south of Minas Gerais. The Instrument for the Assessment of Stress in Nursing Students (ASNS), the Pittsburgh Sleep Quality Index (PSQI), the WHOQOL-Bref quality of life questionnaire and the sociodemographic characterization questionnaire were applied for data collection; association, comparison and correlation coefficient tests and descriptive statistics were performed for data analysis. The sample consisted of 55 participants. There was a strong correlation between Time Management of stress with sleep and the physical, psychological and environmental domains of quality of life, in addition to the significant association for insomnia and some sociodemographic variables. Stress factors were associated with poor quality sleep and changes in quality of life. Time Management was the factor with the greatest potential for stress. The ninth semester had greater exposure to stressors, worse quality of sleep and life.
Highlights
IntroductionNursing students face several situations that trigger stress during their professional training period, such as their initial contact with the university and autonomy in organizing schedules[1], curricular and extracurricular activities and the internship scenario, new relationships with teachers[2], uncertain situations and making important decisions[3].Some factors at the end of the undergraduate nursing course can increase stress, such as preparing reports and final papers, a feeling of insecurity and inexperience[4], competitiveness in the job market and the fear of not engaging in professional life[4,5].The lack of adequate support to the pressures experienced in the routine of practical activities, fluctuations in work and difficulties in dealing with death are factors which increase stress levels[4]
The results of the sociodemographic data showed that (45.4%) of the 55 students participating in the study were in the ninth semester and (54.6%) were in the tenth semester, with a predominance of females (80%), average age of 32.1 years, without a partner (54.5%), without children (52.8%), and having employment activity (74.5%)
The results demonstrated a significant positive relationship and a strong magnitude of the physical, psychological and environmental domains of the WHOQOL-bref, Pittsburgh Sleep Quality Index (PSQI) score with the Time Management domain (D3), as well as a significant negative and moderate correlation of these same domains of the WHOQOL-bref and PSQI score with most Assessment of Stress in Nursing Students (ASNS) domains
Summary
Nursing students face several situations that trigger stress during their professional training period, such as their initial contact with the university and autonomy in organizing schedules[1], curricular and extracurricular activities and the internship scenario, new relationships with teachers[2], uncertain situations and making important decisions[3].Some factors at the end of the undergraduate nursing course can increase stress, such as preparing reports and final papers, a feeling of insecurity and inexperience[4], competitiveness in the job market and the fear of not engaging in professional life[4,5].The lack of adequate support to the pressures experienced in the routine of practical activities, fluctuations in work and difficulties in dealing with death are factors which increase stress levels[4]. Nursing students face several situations that trigger stress during their professional training period, such as their initial contact with the university and autonomy in organizing schedules[1], curricular and extracurricular activities and the internship scenario, new relationships with teachers[2], uncertain situations and making important decisions[3]. Studies in the international scenario have shown frequently experienced stressful situations in the nursing training environment, such as the extensive curricular load, the lack of time for academic, social, family, physical and leisure activities, personal and family problems, dissatisfaction with public transport to the locations of practical activities, inflexible hours in institutions, difficulties in relationships with classmates and professionals in the activity areas[7,8,9], in addition to lowering the students’ commitment level to the course in the presence of high levels of stress[10]. Results from Brazilian studies point to similar stressors[2,4,5,11]
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