Clinical Practice Stress Research Articles

Factors associated with Emotional Labor, Communication Competence, and Clinical Practice Stress in Dental Hygiene Students

Factors associated with Emotional Labor, Communication Competence, and Clinical Practice Stress in Dental Hygiene Students

The Effect of Nursing Students’ Socially-Prescribed Perfectionism and Resilience on Clinical Practice Stress

Purpose : This study was conducted to examine the correlation among socially prescribed perfectionism, resilience, and clinical practice stress of nursing students and the factors influencing clinical practice stress. Methods : This study targeted 230 third-year and fourth-year nursing students in M City. Data were collected from October 5th to November 9th, 2020, and for data analysis, real numbers, percentages, standard deviations, t-test, ANOVA, Pearson’s correlation coefficients, and multiple regression analysis were measured and conducted using the SPSS WIN 23.0 program. Results : Clinical practice stress of nursing students had a significantly positive correlation with socially prescribed perfectionism (r＝ .25, p＜.001), a significantly negative correlation with resilience (r＝ -.13, p＝.044), and a significantly negative correlation with socially prescribed perfectionism and resilience (r＝-.13, p＝.048). Socially-prescribed perfectionism had the biggest influence on clinical practice stress, followed by clinical practice satisfaction. The explanatory power of these variables was 10.7%. Conclusion : To reduce clinical practice stress, which causes psychological maladjustment, and to restore their well-being by considering nursing students’ socially prescribed perfectionism, there is a need to provide a counseling intervention and develop an intervention program for improving the nursing students’ resilience during extracurricular programs.

간호대학생의 전공만족도, 학업적 자기효능감 및 임상실습 스트레스가 학교생활소진에 미치는 영향

Purpose: This study investigated the effects of major satisfaction, academic self-efficacy, and clinical practice stress on college student burnout among nursing students. Methods: Data were collected from October 2019 to January 2020. The data were collected from third and fourth-grade nursing students enrolled at different universities in Seoul, Gyeonggi-do, Chungcheong-do, and Gangwon-do. A total of 270 questionnaires were used for data analysis. Multiple regression analysis was performed to analyze the factors affecting college student burnout. Results: The major satisfaction total score was 65.25(±12.64). The academic selfefficacy total score was 86.56(±13.39). The total clinical practice stress score was 72.93(±11.88). The total score for burnout among college students was 53.73(±14.75). The explanatory power of major satisfaction, academic self-efficacy, and clinical practice stress for college student burnout was 51.3%. Conclusion: It is necessary to develop and apply an educational program to improve major satisfaction and academic self-efficacy, and lower clinical practice stress to reduce college student burnout among nursing students. Thus, education should be actively applied using simulations.

Relationship between Academic and Clinical Practice Stress and Major Satisfaction in Nursing Students

This study aimed to identify the relationship between academic and clinical practice stress and major satisfaction of nursing students. The data was collected from 140 nursing students by the online survey. Data were analyzed using SPSS 18.0. As a result of analyzing the differences in academic stress, clinical practice stress, and major satisfaction according to general characteristics, it was found that academic stress had a difference with religion (F = 14.348, p < .001). And there was a statistical difference in major satisfaction with grade (F = 4.582, p = .004). As for the correlation between academic and clinical practice stress, and major satisfaction, academic stress and clinical practice stress were positively correlated (r = .388, p <.01), and clinical practice stress had a positive correlation with major satisfaction (r=.336, p<.01). Therefore, it is considered that it is necessary to develop a program to lower academic stress in order to improve the satisfaction of the majors of nursing students.

Factors associated with perceived stress of clinical practice among associate degree nursing students in Taiwan

BackgroundClinical placements play an important role in helping nursing students to achieve clinical competence, but these placements can be highly challenging and stressful. It has been shown that stress can be either a trigger or aggravating factor for ill-health in general, but studies have seldom differentiated the impact of general health status on perceived stress.This study examined factors associated with perceived stress of clinical practice among nursing students with a particular focus on the effect of general health status on stress.MethodsThis was a cross-sectional quantitative study conducted among 724 associate nursing degree students in Southern Taiwan.ResultsHealth status scores varied from 28 to 139, with an average of 68.40 (SD = 25.75). Health status was reported to be ‘good’ (scores 28–55) in 35.5% of participants, moderate (scores 56–83) in 24.6%, and poor (Scores ≧ 84) in 39.9% of participants. Perceived stress scores ranged from 0 to 95 points with an average score of 36.65 (SD ± 15.95). The classification and regression tree (CART) analysis showed health status as the most important factor linked to perceived stress with a Normalized Importance value of 100%. Those who reported general health status (measured through General Health Questionnaire (GHQ)-28) score of ≤34.5 perceived mild stress and those with a score of > 34.5–< 84.5 perceived moderate stress. A score of 84.5 was found to be the point of transition to perceptions of severe stress. When health status score was greater than 84.5, perceived stress was at a severe or extremely severe level.ConclusionsOur findings indicated health status as a potential measure to identify students who were most vulnerable to perceived stress. Given the cross-sectional design of this study and the bidirectional relationship between health and stress, more studies are needed to fully establish the predictive link between general health status and vulnerability to stress.

Effectiveness of assertiveness training, SBAR, and combined SBAR and assertiveness training for nursing students undergoing clinical training: A quasi-experimental study

BackgroundNursing students experience notable challenges when communicating with patients, caregivers, and health-care providers during clinical training; this adds to the stress they experience from clinical training and deteriorates their clinical competence. ObjectivesThe aims of this study are to develop and assess a practical program for improving communication skills, clinical practice stress, and clinical competence among nursing students undergoing clinical training. This is performed by administering and evaluating the respective effects of an assertiveness-training program; a program based on the situation, background, assessment, and recommendation (SBAR) technique and a program that combines assertiveness training with the SBAR technique. DesignThis study used a non-equivalent, quasi-experimental pretest-posttest design. SettingsThis study was conducted at the nursing schools of two universities in the north and west of South Korea. ParticipantsNinety-three third-year nursing students were recruited through convenience sampling from two universities in South Korea. MethodsThe participants were randomly allocated to a group that received assertiveness training only, a group that received the SBAR technique only, or a group that received a combination of assertiveness training and the SBAR technique. Each program featured four sessions of 60–70 min each. Communication competence, communication clarity, assertive behavior, clinical training stress, and clinical competence were measured. ResultsThe group that received the combination of assertiveness training and the SBAR technique showed a significant improvement in communication clarity, a significant reduction in clinical training stress compared to both of the other groups, and improved clinical competence when compared to the group that received the SBAR technique only. ConclusionsA program that combines the SBAR technique with assertiveness training can be utilized to improve communication skills, reduce clinical training stress, and enhance clinical competence in nursing students.

Initial Clinical Practicum Stress among Nursing Students: A Cross-Sectional Study on Coping Styles.

Nursing students experience various stressors during their initial clinical practicum. As these stressors negatively affect learning and performance, coping strategies are essential. Therefore, this research study explored the relationship between coping styles and stress levels using a cross-sectional study with a convenience sample of 184 nursing students. Clinical practicum stress and coping styles were assessed via electronic questionnaires, and the data were analyzed using descriptive statistics, t-tests, and variance analyses. The highest score for clinical practice stress was for the practical education environment and practical work burden. The total stress score differed significantly according to coping style (t = −2.36, p = 0.020), and the total stress score of the passive coping group was higher. Among the sub-categories of stress, the scores of the education environment (t = −2.68, p = 0.008) and having undesirable role models (t = −2.14, p = 0.034) were significantly higher in the passive coping group. Although practical work burden was the highest stress factor in the active coping style group, the stress on the environment was highest in the passive coping group. The findings show that professors and clinical educators should recognize the various coping styles and incorporate different teaching methods in the clinical setting.

Effects of Optimism and Clinical Practice Stress on Clinical Competency of Nursing Students

Purpose: This study examined the effects of optimism and clinical practice stress on clinical competency to suggest strategies for improving the clinical competency of nursing students. Methods: Data collection was performed from Dec. 9th to Dec. 13th, 2019. One hundred and twelve third-year nursing students from a university participated in this study. The collected data were analyzed using descriptive statistics, independent t-test, one-way ANOVA, Scheffe test, Pearson s correlation, and stepwise multiple regression analysis using SPSS 25.0. Results: The factors affecting the clinical competency of nursing students included the clinical practice stress(β=-.87, p<.001) and optimism(β=.11, p=.004). These factors accounted for 48.% of the clinical competency(p<.001). Conclusion: To improve the clinical competency of nursing students can be improved strengthening optimism, which is a positive thinking tendency, and preparing and providing programs to relieve clinical practice stress in clinical practice.

The Mediating effects of Emotional Intelligence on Clinical Practice Stress and Mental Health in Nursing Students

The Mediating effects of Emotional Intelligence on Clinical Practice Stress and Mental Health in Nursing Students

The Study on the Subjective Happiness, Perceived Stress, Clinical Practice Stress of Nursing Students

The Study on the Subjective Happiness, Perceived Stress, Clinical Practice Stress of Nursing Students

The Analysis of Trends in Domestic Research on Clinical Practice Stress of Nursing Students

The Analysis of Trends in Domestic Research on Clinical Practice Stress of Nursing Students

The Convergence Relationship on Emotional labor, Resilience, and Clinical practice stress in dental hygiene students

The Convergence Relationship on Emotional labor, Resilience, and Clinical practice stress in dental hygiene students

Mediation effects of clinical practice stress between clinical education environment and satisfaction with clinical practice.

PurposeThe purpose of this study was to identify the possible correlations of ‘satisfaction with clinical practice (SA)’ with ‘clinical learning environment (EN)’ and ‘clinical practice stress (ST).’ We searched for the mediating effect of ‘clinical practice stress’ on ‘satisfaction with clinical practice’ when the clinical learning environment influences ‘satisfaction with clinical practice.’MethodsThis research investigated 208 medical and nursing students attending the school of medicine and nursing in Korea. The total number of nursing students was 135 (64.9%); 73 medical students participated (35.1%). We used the Korean-Undergraduate Clinical Education Environment in 24 questions for EN, ST scale in 24 questions, and SA scale in 10 questions. We performed measurement structural equation model analysis to identify a path of the model.ResultsMedical students had significantly higher levels of ST. EN had a significant negative correlation with ST and a significant positive correlation with SA. The ST had a significant negative correlation with SA. The results of the goodness of fit index have fulfilled the criteria of goodness of fit. There was a significant mediating effect of ST on SA when EN influences SA.ConclusionThe clinical learning environment affected satisfaction with the clinical practice directly or indirectly mediated by clinical practice stress. Therefore, educational institutes should try to increase satisfaction with clinical practice by continuously monitoring and improving the clinical learning environment in addition to taking measures for decreasing the clinical practice stress.

간호대학생의 임상실습 스트레스와 임상수행능력의 관계에서 언어폭력의 매개효과

본 연구는 간호대학생의 임상실습스트레스와 임상수행능력간의 관계에서 언어폭력의 매개효과를 파악하고 간호대학생의 임상수행능력을 증진시키는 중재 프로그램을 개발하기 위한 자료를 얻고자 시도되었다 서술적 상관관계 분석연구로 년 월 일부터 . 2020 8 1 8월 25일까지 서울과 지방 간호대학생 179명을 조사하여 3단계 회귀분석 및 Sobel test로 분석하였다. 연구 결과 임상실습스트레스, 언어폭력, 임상수행능력 변수들 간에는 유의한 상관관계가 있었고 임상실습스트레스와 임상수행능력사이에 언어폭력은 완전매개 효과(β =.538, p .001)가 있었으며(Sobel test: Z=6.18, p .001), 모형을 36.8% 설명하고 있었다. 즉 임상실습스트레스와 언어폭력이 임상수행능력에 중요한 요인임을 확인하였고, 임상실습스트레스가 적을수록 임상수행능력이 높게 나타나기도 하지만 언어폭력이 매개되었을 때, 임상실습스트레스가 임상수행능력에 미치는 영향력이 보다 큰 것으로 확인되었다. 따라서 간호대학생의 임상수행능력을 향상시키기 위해서는 언어폭력을 감소하고 효율적인 임상실습스트레스 관리하는 프로그램을 개발하고 적용하는 전략이 강구되어야 하겠다.

Validation of the Korean Version of the Undergraduate Clinical Education Environment Measure

In light of the need for a tool to evaluate the clinical practice education environment as perceived by medical and nursing students, this study is was conducted to develop and validate the Korean version of the Undergraduate Clinical Education Environment Measure (K-UCEEM) as a measurement tool for managing the clinical practice education climate and quality of education. For validation, the UCEEM consisting of 25 items developed by Pia Strand in 2013 was adapted according to standard translation procedures. The K-UCEEM questionnaire was administered to 73 medical students and 135 nursing students who participated in clinical practice at one medical institution. Exploratory factor analysis and confirmatory factor analysis were conducted to confirm the validity of the instrument’s structure. In order to determine referential validity, the relationships among stresses in clinical practice were examined, and differences in factor scores were compared by gender and college. It was confirmed that the scale of 24 items and five factors showed a moderate model fitness index. The reliability of the factors ranged from 0.786 to 0.867. In addition, all five factors were found to have negative correlations with the clinical practice stress sub-factor, and there were statistically significant differences by gender and college. Through this study, the validity and reliability of the K-UCEEM were verified. In the future, it is expected that further verification of the scale, as well as evaluation and improvement of the clinical practice education environment based on this scale, will occur.

Effects by Incivility Experienced and Clinical Learning Environment of Nursing Students on Clinical Practice Stress

Effects by Incivility Experienced and Clinical Learning Environment of Nursing Students on Clinical Practice Stress

Factors Influencing SDL Readiness and Self-Esteem in a Clinical Adult Nursing Practicum after Flipped Learning Education: Comparison of the Contact and Untact Models

This study aimed to evaluate the effects of a flipped learning contact model and a flipped learning “untact” model with Korean nursing students undergoing a clinical practicum, and to examine the factors of self-directed learning readiness and self-esteem considering these learning models. The participants included 85 students. Participants were randomly allocated to two models. This study measured self-directed learning readiness, self-esteem, learner motivation, professor–student and clinical instructor–student interactions, confidence in performing core skills, participating in online activities, clinical practice stress, and the friendliness of the two models. Participants’ characteristics were analyzed using frequencies and percentages, and between-group differences regarding characteristics were analyzed using the χ2 test, independent t-test, and one-way ANOVA with a Scheffe test. This study conducted independent t-tests for comparison of the between-group adjusted mean difference of the pretest and posttest scores. The influence of the dependent variables on self-directed learning readiness and self-esteem was measured using a stepwise multiple regression method. Among the two models in the practicum, the flipped-mastery contact model (FMCM) showed higher self-directed learning (SDL) readiness and professor–student interaction than those of the flipped-mastery untact model (FMUM) after the clinical practicum was completed. The three influencing factors of SDL readiness were FMCM, learner motivation, and ward friendliness, with an explanatory power of 31.6% (F = 13.96, p < 0.001). Learner motivation, professor–student interaction, and ward friendliness influenced self-esteem, with an explanatory power of 54.7% (F = 34.86, p < 0.001).

A Study on Menstrual Pain, Clinical Practice Stress and Clinical Competence Among Nursing Students

A Study on Menstrual Pain, Clinical Practice Stress and Clinical Competence Among Nursing Students

Comparison of Factors Influencing the Simulation Utilization According to the Difference of Stress in Clinical Practice of Nursing Students

Purpose : This study was conducted to compare the difference of factors influencing the simulation utilization according to the difference of stress in clinical practice of nursing students. Methods : The study design was a descriptive research. 150 students were conveniently sampled from the senior nursing students who participated in simulation classes. The contents of the self-reported questionnaire included confidence, clinical nursing performance, immersion, satisfaction of simulation, and simulation utilization. Results : As a result of the study, it was found that the satisfaction of major, satisfaction of campus life were statistically significantly lower in the high stress group than low stress group. Factors influencing the simulation utilization were confidence and immersion in the low stress group and satisfaction of major in the high stress group. Conclusion : This study could be seen to suggest that the results of simulation education may vary depending on the stress in clinical practice perceived by students.

Nursing College Students' Clinical Practice Stress and Clinical Competence by their Gender Role Identity

Nursing College Students' Clinical Practice Stress and Clinical Competence by their Gender Role Identity