Please use this identifier to cite or link to this item: http://repository.aaup.edu/jspui/handle/123456789/1242
Title: Sources of Nursing Students’ Stress and Coping Behaviors during their Clinical Training
Authors: Ayed, Ahmad$AAUP$Palestinian
Batran, Ahmad$AAUP$Palestinian
Salameh, Basmah$AAUP$Palestinian
Toqan, Dalia$AAUP$Palestinian
Keywords: coping behavior
perceived stress
nurses’ students
Issue Date: Mar-2020
Publisher: international medical journal
Citation: Ayed, A., Toqan, D., Batran, A., & Salameh, B. (2020). Sources of Nursing Students’ Stress and Coping Behaviors during their Clinical Training. International medical journal, 25(3), 1057-1064
Abstract: Clinical practice is an important aspect of nursing education, where nursing students can learn and develop their psychomotor skills. The practical parts of nursing training programs were more stressful than the academic parts. The purpose to identify the sources of stress during clinical training and to determine the relationship between these stress sources and coping behaviors among nursing students at Arab American University Palestine (AAUP). A cross-sectional study, convenience sample with 131 participants from nursing students. The perceived stress level was low to medium with a mean of 47.2 (SD = 20.5). The most common type of stressors perceived was stress from assignment and workload (M= 1.71). The CBI participants’ coping behavior was moderate (M = 35.34. The most common coping behavior utilized by the participants was transference (M= 2.00), while the avoidance was least frequently utilized (M = 1.72). Also, the study confirmed that avoidance, being optimistic, problem-solving, and transference as coping strategies are positively correlated to the stressors. Students perceived low to moderate levels of stress. Students commonly used transference behavior with least the avoidance from the stressful situation to other things to cope with their stress, and they found these methods to be effective.
URI: http://repository.aaup.edu/jspui/handle/123456789/1242
ISSN: 13412051
Appears in Collections:Faculty & Staff Scientific Research publications



Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.

Admin Tools