Coping Behavior Inventory Research Articles

Nursing students' perceived stress, coping strategies, health and supervisory approaches in clinical practice: A Slovak and Czech perspective

ObjectivesTo investigate the relationship between supervisory approaches in clinical practice on the one hand, and nursing students' level of experience, perceived stress, coping strategies and physio-psychosocial status on the other. DesignA cross-sectional descriptive study. MethodsThe sample consisted of 275 nursing students enrolled in bachelor's degree programs in the Czech Republic and Slovakia. Participants provided data on background characteristics as well as completing the following instruments: Perceived Stress Scale; Physio-Psycho-Social Response Scale, and Coping Behavior Inventory. Relationships were examined by parametric Pearson correlations and multiple regression analyses. For group comparisons, multi-factor analysis of variance procedure was performed. ResultsExperienced nursing students perceived higher levels of stress than novice students. Slovak students subject to traditional group supervision by nursing teachers reported higher stress levels related to teachers, peers, lack of professional knowledge and skills, while also reporting a higher frequency of avoidance behaviors; and less frequent problem-solving activity than Czech students under individual supervision by clinical mentors. Clinical stressors accounted for 22% of variance in the students' physical, psychological and social health. Academic stressors accounted for only 5% of variance and avoidance behaviors only 2% of variance in student's physical, psychological and social health. ConclusionsThese results suggest that the stress or anxiety perceived by nursing students is acounted for mainly by clinical stressors. Further studies should focus on identifying other predictors (personal, external) of students' physical, psychological and social health and also examine the effectiveness of specific stress management programs and, individual supervisory approaches in reducing the intensity and, the negative effects of stressors.

Stress and coping strategies among nursing students: an international study

Background: Mounting literature on stress and coping in nursing students are available; however, most of the findings are confined to a single cultural group.Aims: This study was conducted to determine the level of stress, its sources and coping strategies among nursing students from three countries: Greece, the Philippines and Nigeria.Methods: Using a descriptive, comparative research design, 547 nursing students (161 Greek nursing students, 153 Filipino nursing students, 233 Nigerian nursing students) participated in the study from August 2015 to April 2016. Two standardized instruments were used, the Perceived Stress Scale (PSS) and the Coping Behavior Inventory (CBI).Results: Findings revealed that the degree of stress and the type of stressors and coping styles utilized by nursing students differ according to the country of origin. The year of study predicted overall stress (β = –0.149, p < 0.001) while advanced age predicted overall coping (β = 0.008, p = 0.037) in the nursing students.Conclusions: Strengthening nursing students’ positive coping skills may be helpful for them to effectively deal with various stressors during their educational experiences while maximizing learning. Implementing empirically tested approaches maybe useful to prevent the recurrence of stress and lessen its impact such as stress management counseling, counseling programs, establishing peer and family support systems, and formulating hospital policies that will support nursing students.

Stress and coping strategies among Saudi nursing students during clinical education.

The purpose of this study was to determine the stress level and coping strategies among undergraduate Saudi female nursing students during their clinical education. In this study, a descriptive correlational cross-sectional design was used. The Demographic Information Questionnaire, Perceived Stress Scale, and Coping Behavior Inventory were completed by 121 female Saudi undergraduate nursing students. The findings showed that stress from taking care of the patient subscale (M = 12.0, SD = 5.0) was ranked the highest mean among all perceived stress subscale scores. The most commonly used coping strategies among nursing students in clinical practice was a problem-solving strategy (M = 15.8, SD = 4.3). Facilitating the use of effective coping strategies in nursing students will promote quality of care for their patients.

Stressors and Coping Strategies of the Saudi Nursing Students in the Clinical Training: A Cross‐Sectional Study

Nursing students often encounter high levels of stress through clinical practice that may cause psychological or emotional problems during their professional life eventually affecting the quality of patient care they provide. The aims of the current study were to identify the level and types of stress perceived by nursing students in their clinical practice and to identify the coping strategies that students used to relieve their stress. A descriptive, cross‐sectional design was used in this study. A total of 200 students who were enrolled in the nursing program were taken as study respondents. Research data were collected using the Perceived Stress Scale (PSS) and the Coping Behavior Inventory (CBI). Data was analyzed using one‐way ANOVA test, Pearson’s test, and independent sample t‐test on SPSS version 22. Findings indicated that nursing students experienced a high level of stress. The most common coping strategy utilized by the students was problem solving, while avoidance was the least frequently used one. Saudi nursing students experienced stress levels above the mean in clinical training. The most common stressors were related to assignments and workload. The study recommends that clinical curriculum requirements and the workload of nursing students should be reviewed.

Alcohol User Profile after a Brief Motivational Intervention in Telephone Follow-up: Evidence Based on Coping Strategies

Despite the promising results which were achieved under different intervention programs in alcohol abuse, its beneficial effects seem to vary among patients. In this way, a variable of interest might be the way to deal with a specific situation. Not surprisingly, escaping addiction has also been studied as an underlying ineffective strategy. Thus, to assess the effect of brief motivational intervention on coping strategies, a 6 months treatment was carried out in alcohol abusers. Moreover, differences among these patients’ profiles were examined according to their coping outcomes. The survey was conducted by telephone, employing the Coping Behaviours Inventory (CBI) as a dependent measure. A sample of 120 participants took part in the study. Participants were randomly assigned to 2 groups: Intervention (IBM) or control (without intervention). The analysis of the participants’ profiles resulted in 3 different groups: i) Most of the participants were in the control group and did not stop drinking, ii) All participants were in the control group and stopped drinking, and iii) All the participants were in the experimental group and almost all of them stopped drinking. With regards to coping strategies, participants in the last group showed better CBI scores. The results help to better understand the profile of users of alcohol following treatment, as well as the kind of strategies that they might use to stop substance use. They also depicted a more homogeneous coping pattern for those participants after intervention and some unusual profile features among the control group.

The relationship between educational stress, stress coping, self-esteem, social support, and health status among nursing students in Turkey: A structural equation modeling approach

BackgroundNursing education can be a stressful experience. To fully benefit from this experience and develop a positive professional identity, it is essential for nursing students to effectively cope with education-related stress. PurposeThe aim of the study was to investigate the relationships between nursing students' education-related stress and stress coping, self-esteem, social support, and health status. MethodThis study utilized a cross-sectional, descriptive, and correlational design. The sample consisted 517 nursing students from a bachelor program in Turkey during the 2014–2015 academic year. Participants provided data on sociodemographic characteristics as well as completing the following instruments: Nursing Education Stress Scale, Coping Behavior Inventory for Nursing Students, Multidimensional Scale of Perceived Social Support, Rosenberg Self-Esteem Scale, and General Health Questionnaire. Relationships were examined using multivariate structural equation modeling. ResultsResults indicated that nursing students' stress coping levels were affected by self-esteem and social support. Additionally, this interaction appears to affect general health status. Although the direct effect of stress on coping was non-significant, its overall effect was significant within the model. ConclusionIt is necessary to conduct further intervention studies examining the role of self-esteem and social support in facilitating nursing students' stress-related coping during their education.

Perceived stress and coping strategies among jordanian nursing students during clinical practice in psychiatric/mental health courses

Introduction Clinical practice in the psychiatric/mental health nursing (PMHN) field is considered a highly-stressful experience for nursing students. Aim The purpose of the present study was to identify the degrees of stress, the types of stressors, and coping strategies perceived by undergraduate nursing students during their clinical practice in PMHN courses. Methods A descriptive, longitudinal design was used. Sixty-five students registered in PMHN clinical courses were recruited from five Jordanian universities using a systematic random-sampling method. Data collection was conducted in the second semester of the 2012–2013 academic year at two points of time: pre-PMHN clinical training and post-PMHN training. The Basic Information Questionnaire, Perceived Stress Scale, and Coping Behavior Inventory were administered. Students' ages ranged from 20 to 25 years. Results The findings illustrate that the highest reported types of stressors at both data-collection times were taking care of patients, stress related to teachers and nursing staff, and from assignments and workloads. The most utilized coping strategy at both data-collection times was problem solving. Conclusion The findings of the present study are useful for clinical educators in identifying nursing students' stressors, easing their learning in the clinical setting, and establishing an efficient PMHN course programme.

Stress, Coping Strategies and Perceived Faculty Support among Nursing Students in Alexandria

Nursing students experience greater stress through their nursing program. This stress is undoubtedly related to the intensity and complexity of nursing program and its effects on their health and wellbeing are compounded. High perceived stress levels and lack of effective coping strategies and faculty support could be a barrier to achieve the challenges of nursing profession. Objective: Assess baccalaureate nursing students' stress level, coping strategies and perceived faculty support and identify stress related factors among them. Setting: The study was carried out at Faculty of Nursing, Alexandria University. Subjects: 400 baccalaureate nursing students. Tools: Five tools were used for data collection. The first tool was nursing students’ basic data structured interview schedule to identify data related to students’ personal and socio-demographic characteristics. The second tool was Student Nurse Stress Index (SNSI) to assess the nurse students stress levels. The third tool was Physio- Psycho- Social Response Scale (PPSRS) to describe students' responses to stress during their nursing program. The fourth tool was The Coping Behavior Inventory (CBI) to measure the coping strategies used by nursing students during stress exposure. Finally, the fifth tool was Perceived Faculty Support Scale (PFS) to measure the students' perception of faculty support in their nursing program. Results: Findings of the present study revealed that the majority (91.5%) of the students were stressed and the most common coping strategy used was problem solving (65.3%), while only 3.8% of them perceived low faculty support. Students' stress was related to many personal and extracurricular factors. Conclusion: The study concluded that baccalaureate nursing students experience high levels of stress during their nursing education which affects not only academic performance, but also all aspects of students' health. Recommendations: There should be a collaborative effort among academic staff members to remove unnecessary stressors and provide a supportive learning environment. Regular meeting should be held between students and academic staff members to discuss the possible stressful situations that might happen.

Prevalence of Internet Addiction and Its Association With Psychological Distress and Coping Strategies Among University Students in Jordan.

The purpose of this study was to measure the prevalence of Internet addiction (IA) and its association with psychological distress and coping strategies among university students in Jordan. A descriptive, cross-sectional, correlational design was used with a random sample of 587 university students in Jordan. The Perceived Stress Scale, Coping Behavior Inventory, and Internet Addiction Test were used. The prevalence of IA was 40%. IA was associated with high mental distress among the students. Students who used problem solving were more likely to experience a lower level of IA. This study should raise awareness in nurses and other healthcare providers that IA is a potential problem for this population.

Determinants of nursing competence of nursing students in Taiwan: The role of self-reflection and insight

A nursing practicum course is critical to strengthening the nursing competence of nursing students. Research has found that practice stress and coping behaviors can have either a negative or positive influence on the learning and practice performance of nursing students. Nevertheless, there are few evidence-based studies related to the relationship between self-reflection and insight and nursing competence in Taiwanese nursing students. To test the determinants and the effect of self-reflection and insight on nursing competence in nursing students during the first 2 months of their practice experience. Cross-sectional and correlational research designs were employed. From September to November 2013, a total of 312 nursing students at a junior college in southern Taiwan served as participants in this study. Four questionnaires were used to collect data: Self-reflection and Insight Scale (SRIS), Perceived Stress Scale (PSS), Coping Behavior Inventory (CBI), and Holistic Nursing Competence Scale (HNCS). The research model was evaluated through structural equation modeling (SEM), with the use of the partial least squares (PLS) method. Results indicated that self-reflection and insight, practice stress, and practice coping behavior were statistically significantly associated with nursing competence. In addition, self-reflection and insight were significantly and positively associated with practice coping behavior and negatively associated with practice stress. Students' coping behavior partially mediates the effect of self-reflection and stress on nursing competence. Overall, these variables explained 39.4% of the variance in these students' nursing competence. Self-reflection and insight affected nursing competence during the practice period. These variables have not only had a direct influence on nursing competence but also an indirect effect through the mediating effect of coping behavior and stress.

Perceived stress and coping strategies among Jordanian nursing students during clinical practice in psychiatric/mental health courses

Clinical practice in the psychiatric/mental health nursing (PMHN) field is considered a highly-stressful experience for nursing students. The purpose of the present study was to identify the degrees of stress, the types of stressors, and coping strategies perceived by undergraduate nursing students during their clinical practice in PMHN courses. A descriptive, longitudinal design was used. Sixty-five students registered in PMHN clinical courses were recruited from five Jordanian universities using a systematic random-sampling method. Data collection was conducted in the second semester of the 2012-2013 academic year at two points of time: pre-PMHN clinical training and post-PMHN training. The Basic Information Questionnaire, Perceived Stress Scale, and Coping Behavior Inventory were administered. Students' ages ranged from 20 to 25 years. The findings illustrate that the highest reported types of stressors at both data-collection times were taking care of patients, stress related to teachers and nursing staff, and from assignments and workloads. The most utilized coping strategy at both data-collection times was problem solving. The findings of the present study are useful for clinical educators in identifying nursing students' stressors, easing their learning in the clinical setting, and establishing an efficient PMHN course programme.

Hong Kong Baccalaureate Nursing Students' Stress and Their Coping Strategies in Clinical Practice

This study examined Hong Kong baccalaureate nursing students' stress and their coping strategies in clinical practice. Two hundred five nursing students completed a self-administrative survey including demographics, Perceived Stress Scale, and Coping Behavior Inventory. Results showed that students perceived a moderate level of stress (M = 2.10, SD =0.44). The most common stressor was lack of professional knowledge and skills. Among the four types of coping strategies (transference, stay optimistic, problem solving, and avoidance), transference was the most frequently used. Furthermore, senior students who perceived a higher level of stress from taking care of patients were more likely to choose problem-solving strategies. Senior students who had no religious belief and perceived a higher level of stress from teachers and nursing staff were more likely to use avoidance strategies. The results provided valuable information for clinical educators in identifying students' needs, facilitating their learning in the clinical setting, and developing effective interventions to reduce stress.

Stress, Coping, and Psychological Health of Vocational High School Nursing Students Associated With a Competitive Entrance Exam

An important issue for the nursing education system in Taiwan is to reinforce nursing education to enhance competence levels for entry to nursing specialties. Consequently, to meet the prospective demands of technical manpower, not only do nursing students in college and vocational schools pursue further studies, but they also take competitive entrance exams. Using a descriptive cross-sectional design, the study examined the following among nursing students in vocational high schools: (1) perception and sources of entrance exam stress and use of coping behaviors; (2) the effect of difference in entrance exam stress levels on coping behaviors used, and (3) measurement of coping function to determine which coping behavior works best for buffering the impact of stress on psychological health during a preparatory stage of a college and university entrance exam. The subjects were 441 third-year nursing students of vocational high schools in northern Taiwan, recruited by convenience sampling. Three measurements were adopted: Stress perceived scale, Coping behavior inventory, and a Chinese health questionnaire. Results showed that the five main stressors of entrance exam stress, in descending order, were taking tests, the student's own aspirations, learning tasks, teacher's aspirations and parent's aspirations. Students generally used problem-focused coping strategies including optimistic action and social support to deal with the entrance exam stress, but use of emotion-focused coping strategies including avoidance and emotional disturbance was significantly increased as perceived level of stress rose. Two-way analyses of variance (2-way ANOVA) revealed that problem-focused coping had a positive main effect of alleviating psychological distress. A significant interaction was observed between stress perceived and problem-focused coping used for psychological health. Further examination of the interaction effect showed that problem-focused coping behaviors were potentially more adaptive in relation to psychological health at the lower and moderate stress levels (25 - 75%T) than that at the extreme stress level (> 75%T). Conversely, emotion-focused coping had a negative main effect or impairing psychological health. No interaction effect was found between stress perceived and emotion-focused coping used, suggesting that the relationship between emotion-focused coping and psychological distress was consistent across various stress levels.

An Instrument for Assessing Coping with Temptation: Psychometric Properties of the Alcohol Abuse Coping Response Inventory

In the current study, we examined psychometric properties of The Alcohol Abuse Coping Response Inventory (AACRI), a modification of the Coping with Temptation Inventory for recovering alcoholics. It demonstrated good internal reliability. Three internally consistent factors were identified, one behavioral factor, and two cognitive factors. The measure did not demonstrate adequate concurrent validity. As expected, cognitive coping responses were more predictive of later relapse than behavioral coping responses, and a combination of the two was most predictive of later relapse. In the incremental validity analysis, situational confidence was found to be most predictive of relapse outcome, while the AACRI cognitive coping subscale demonstrated adequate incremental validity. The AACRI was found to have incremental validity over the Coping Behaviours Inventory.

Evaluating the Effectiveness of a Relapse Prevention Group

ABSTRACT Relapse prevention programming is arguably the most significant development in the addiction field since the formation of Alcoholics Anonymous. A multiple time series design was employed to evaluate the effectiveness of delivering relapse prevention programming through a small group format. Using the Coping Behaviours Inventory, significant changes were found between pre-test scores and scores after completion of eight weeks of group counselling. Improvement continued two and six months post group with clients increasing the number and frequency of coping responses over time. An unexpected outcome was the discovery that while there was a gradual increase among males in using the new strategies, there was a significant increase among female clients over time. This leads to the question of whether different counselling strategies should be employed with men and women in relapse prevention programming.

Perceived stress and physio-psycho-social status of nursing students during their initial period of clinical practice: the effect of coping behaviors

Initial clinical practice is stressful. Nursing students entering clinical practice for the first time in a five-year associate degree program in Taiwan are young and have questionable coping skills, all of which can affect their own health. This study examined the following: (1) the degree of stress perceived and types of stressful events; (2) the physio-psycho-social status of nursing students during the practice; (3) the coping behaviors of these students; and (4) the effect of different coping behaviors on their physio-psycho-social health. The subjects were 561 nursing students who had completed their initial clinical practice at the largest nursing school in Taiwan. Three measurements, including Perceived Stress Scale (PSS), Physio-Psycho-Social Response Scale (PPSRS), and Coping Behavior Inventory (CBI), were adopted. Results showed that stress for these students came mainly from the lack of professional knowledge and skills as well as caring of patients. The most common response to stress was social behavioral symptoms. Staying optimistic had a positive main effect, which reduced the occurrence of physio-psycho-social symptoms and improved physio-psycho-social status. Finally, problem-solving behavior also had a positive main effect, while avoidance had a negative main effect, which deteriorated physio-psycho-social status. This study has important implications for nursing educators in helping their students to overcome stress during clinical practice.

The relationship between the family system and the family coping among families with a chronically ill child

The purposes of this study were to identify the family coping strategies among families with chronically ill children and to explore the relationship between the family system (variables), the family burden and the family coping. One hundred fifty-two families with chronically ill children were studied. The Japanese version of Family Adaptability and Cohesion Evaluation Scales II and the Family Coping Behavior Inventory II were used. The result were 1) the family cohesion and adaptability in families with a chronically ill child tended to be lower than normal families; 2) the integration coping pattern was positively related with family cohesion and the family burden; 3) the problem solving coping pattern was positively related with the family burden; 4) the normalization coping pattern was negatively related with the family burden and positively related with the family cohesion; 5) the crisis response coping pattern was positively related with the family burden and negatively related with the family cohesion.

The Relationship Between Coping Behaviours, their Effectiveness and Alcoholism Relapse and Survival

SummaryThe results of a Principal Components analysis of the Effectiveness of Coping Behaviours Inventory (ECBl) administered to 256 hospitalized alcoholic patients are compared with the results of the Coping Behaviours Inventory (CBI) administered to the same sample and also compared with a reanalysis of data obtained from‘a different sample 5years ago. The results indicate that the factor structure of the ECBI and CBI are similar. The four factors emerging from the present study, accounting for 59 per cent of the variance were:1. Positive Thinking2. Negative Thinking3. Avoidance/Distraction4. Seeking Social SupportsWhile the scores on the CBI at intake did not discriminate between subsequent relapsers and survivors, the factor scores on the ECBI at intake on‘Positive Thinking'and ‘Avoidance/Distraction’ were found to be predictive of subsequent outcome 6 to 12 months later. The clinical implications are discussed in terms of coping strategies for relapse prevention treatment.

The relationship between coping behaviours, their effectiveness and alcoholism relapse and survival.

SummaryThe results of a Principal Components analysis of the Effectiveness of Coping Behaviours Inventory (ECBI) administered to 256 hospitalized alcoholic patients are compared with the results of the Coping Behaviours Inventory (CBI) administered to the same sample and also compared with a reanalysis of data obtained from a different sample 5years ago. The results indicate that the factor structure of the ECBI and CBI are similar. The four factors emerging from the present study, accounting for 59 per cent of the variance were:1. Positive Thinking2. Negative Thinking3. Avoidance/Distraction4. Seeking Social SupportsWhile the scores on the CBI at intake did not discriminate between subsequent relapsers and survivors, the factor scores on the ECBI at intake on ‘Positive Thinking’ and ‘Avoidance/Distraction’ were found to be predictive of subsequent outcome 6 to 12 months later. The clinical implications are discussed in terms of coping strategies for relapse prevention treatment.