Abstract
BackgroundMidwifery is an emotionally challenging profession, and academic education of midwifery especially clinical learning has its own specific challenges. Midwifery students face with stressful experiences, especially related to instructor and characteristics of clinical environment, which can affect their theoretical and practical abilities. There is insufficient evidence in this field. This study aimed to explore (1) the perceived stress and stressors of midwifery students and (2) the relationships between students’ stress and related factors in clinical learning environment.MethodsA cross sectional, survey design was conducted at one university in Iran. A sample of 108 students was selected using Krejcie and Morgan table in 2016. Data was collected using Persian version of Cohen’s perceived stress scale, Persian questionnaire of sources of stress and demographic form. Data was analyzed using independent t, ANOVA and correlation coefficient test (α < 0.05).ResultsParticipants returned 70 surveys (response rate, 64.8%). Approximately 56% of the students perceived a high level of stress. The most common dimensions of stressors were “unpleasant emotions” and “humiliating experiences”. The highest stressors were included “feeling suffering due to seeing for patients with critical situation”, “instructor’s admonition in the presence of clinical staff” and “communication with instructor”. The “interest in the field of study” had a negative impact on perception of stressors in dimensions of “clinical practices” and “interpersonal communication”.ConclusionsThe midwifery students reported their stress in severe level, especially in dimensions of “unpleasant emotions” and “humiliating experiences”. The factors associated with the instructors have caused more stress in students. These findings will highlight need for supportive strategies by the clinical instructors. In this regard, the use of experienced instructors, the development of communication skills of the instructors, increasing coping skills of the students and the creation of a supportive environment may be helpful.
Highlights
Midwifery is an emotionally challenging profession, and academic education of midwifery especially clinical learning has its own specific challenges
The present study showed that midwifery students were affected by high stress, especially in “unpleasant emotions” and “humiliating experiences” dimensions
The stressors associated with the instructors have caused more students’ stress
Summary
Midwifery is an emotionally challenging profession, and academic education of midwifery especially clinical learning has its own specific challenges. The presence of a large number of students in the clinical setting, the lack of coordination between clinical staff and instructor, the lack of experienced instructors, fear of doing harm and encountering the first childbirth, fear of penalty, lack of adequate training facilities and the lack of suitable support of students by instructors and midwives are the most causes of educational stress of Iranian midwifery students [5, 6, 8, 13] These stresses impact on academic performance and lead to physical and psychological disorders [14, 15] and impede adaptation with the professional role [8]. Instructors have a crucial role in clinical learning and providing enough support for the students in clinical settings [2, 16]
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