Determining the Effect of Nursing Students' Self-Efficacy on Clinical Stress Levels
Self-Efficacy and Clinical Stress
DOI:
https://doi.org/10.5281/zenodo.13354532Keywords:
Nursing Students,, Clinical Stress, Clinical Practice, Self-EfficacyAbstract
Aim: This research was conducted to determine the effect of nursing students' self-efficacy perceptions on clinical stress levels. Materials and Methods: This research was conducted in descriptive and cross-sectional type. The research was conducted between 01.01.2022 and 01.02.2022 with second and third year students studying in the nursing department of a university. It was planned to reach the entire population in the research and the research was completed with 185 nursing students who volunteered to participate in the research. Data were collected using the "Student Introductory Information Form", "Self-Efficacy Scale" and "Pagana Clinical Stress Survey (PKSA)". The data were analyzed in SPSS 26 program. Findings: Of the nursing students participating in the research, 74.1% were women, 51.4% were second-year students, 59.5% chose the profession willingly, 69.2% loved their profession, 67% were interested in clinical practice. It was determined that 67% felt ready for clinical practice and felt excited before clinical practice. In the study, the mean total score of the Self-Efficacy Scale was 63.97±9.82 and the mean total score of PAGANA Clinical Stress was 54.50±40.96. A negative, weak and statistically non-significant relationship was detected between the Self-Efficacy Scale and the PAGANA Clinical Stress Scale (Spearman's r: -0.038; p>0.05). Result: As a result of this research, it was determined that the self-efficacy perceptions and clinical stress levels of the nursing students participating in the study were above the average, and although not significant, increasing the self-efficacy level reduced clinical stress. In this regard, it may be recommended to integrate techniques such as simulation, visualization, and peer education, which are known to reduce stress and increase self-confidence, into nursing education, to have trainers with students during clinical training, and to give students the opportunity to practice in many different clinics.
References
Açıksöz, S., Uzun, Ş., ve Arslan, F. (2016). Hemşirelik öğrencilerinde öz yeterlilik algısı ile klinik uygulamaya ilişkin kaygı ve stres durumu arasındaki ilişkinin incelenmesi. Gülhane Tıp Dergisi, 58(1), 129-135.
Akgül-Gündoğdu, N., ve Selçuk-Tosun, A. (2021). Examining the relationship between solution-focused thinking skills and self-efficacy levels of nursing students in Turkey. Journal of Professional Nursing, 37(6), 1180-1186.
Akkaya, G., Babacan Gümüş, A., ve Akkuş, Y. (2018). Hemşirelik öğrencilerinin eğitim stresini etkileyen faktörlerin belirlenmesi. Hemşirelikte Eğitim ve Araştırma Dergisi, 15(4), 202-208.
Bartlett, M. L., Taylor, H., & Nelson, J. D. (2016). Comparison of mental health characteristics and stress between baccalaureate nursing students and non-nursing students. The Journal of Nursing Education, 55(2), 87–90. https://doi.org/10.3928/01484834-20160114-05
Bıyık Bayram, Ş. (2022). Hemşirelik öğrencilerinin öz yeterlik algısı ile invaziv hemşirelik girişimlerini yapma durumları arasındaki ilişkinin belirlenmesi ve klinik uygulamaya ilişkin görüşleri: Tanımlayıcı araştırma. Türkiye Klinikleri Hemşirelik Bilimleri Dergisi, 14(1).
Bodys-Cupak, I., Majda, A., Zalewska-Puchała, J., & Kamińska, A. (2016). The impact of a sense of self-efficacy on the level of stress and the ways of coping with difficult situations in Polish nursing students. Nurse Education Today, 45, 102-107.
Büyükbayram, Z., ve Ayık, D. B. (2020). Hemşirelik öğrencilerinin hemşirelik eğitimi ile ilgili stres düzeylerinin belirlenmesi. Adnan Menderes Üniversitesi Sağlık Bilimleri Fakültesi Dergisi, 4(2), 90-99.
Chen, J. H., Bjorkmanb, A., Zoua, J. H., & Engstromb, M. (2019). Self-regulated learning ability, metacognitive ability, and general self-efficacy in a sample of nursing students: A cross-sectional and correlational study. Nurse Education in Practice, 37, 15–21. https://doi.org/10.1016/j.nepr.2019.04.014.
Çıtlık Sarıtaş, S., Büyükbayram, Z., ve Anuş Topdemir, E. (2020). Hemşirelik öğrencilerinin öz-etkililik-yeterlik düzeyleri ile akademik başarıları arasındaki ilişkinin incelenmesi. İnönü Üniversitesi Sağlık Hizmetleri Meslek Yüksekokulu Dergisi, 8(3), 839-49.
Dikmen, Y., Denat, Y., Başaran, H., ve Filiz, N. Y. (2016). Hemşirelik öğrencilerinin öz etkililik-yeterlik düzeylerinin incelenmesi. Çağdaş Tıp Dergisi, 6(3), 206-213.
Ergin, E., Çevik, K., ve Çetin, S. P. (2018). Hemşirelik Öğrencilerinin Eğitimlerine İlişkin Algıladığı Stres ve Stresle Baş Etme Davranışlarının
İncelenmesi. Journal of Education & Research in Nursing/Hemşirelikte Eğitim ve Araştırma Dergisi, 15(1).
Göğer, S., ve Çevirme, A. (2019). Hemşirelik öğrencilerinde öz yeterlik düzeyinin eğitim stresi üzerine etkisi. HEAD, 16(4), 306-312.
Khosravi, S., Sajadi, M., ve Mehrabi, F. Relationship between Clinical Environment Stressors and Nursing Students Self-Efficacy in Clinical
Performance. 3 JNE, 8 (2), 44-50. URL: http://jne.ir/article-1-1011-en.html.
Kim, Y., Park, H., Hong, S. S., & Chung, H. J. (2018). Effects of a neonatal nursing practice program on students’ stress, self-efficacy, and confidence. Child Health Nursing Research, 24(3), 319-328.
Lavoie-Tremblay, M., Sanzone, L., Aubé, T., & Paquet, M. (2022). Sources of stress and coping strategies among undergraduate nursing students across all years. Canadian Journal of Nursing Research, 54(3), 261-271. doi:10.1177/08445621211028076.
Li, J., Li, X., Gu, L., Zhang, R., Zhao, R., Cai, Q., & Wei, H. (2019). Effects of simulationbased deliberate practice on nursing students' communication, empathy, and selfefficacy. Journal of Nursing Education, 58(12), 681–689. http://doi:10.39 28/ 01484834-20191120-02.
Mankan, T., Polat, H., Cengiz, Z., ve Sevindik, F. (2016). Hemşirelik öğrencilerinin ilk klinik stres düzeyleri ve etkileyen faktörler. Annals of Health Sciences Research, 5(1), 10-15.
Masoudi Alavi N. (2014). Self-efficacy in nursing students. Nurs Midwifery Stud. 3(4):e25881. doi: 10.17795/nmsjournal25881.
Nebhinani, M., Kumar, A., Parihar, A., & Rani, R. (2020). Stress and coping strategies among undergraduate nursing students: a descriptive assessment from western rajasthan. Indian J Community Med., 45(2), 172-175. doi: 10.4103/ijcm.IJCM_231_19.
Rodrigues, L, Eliana, O., Almeida M., Daniel, L. N., David, L.M., María, J., & Amado de, O., Adriana, S. (2016). Situations and factors that create stress in nursing students in clinical practice. Investigación y Educación en Enfermería , 34 (1), 211-220. https://doi.org/10.17533/udea.iee.v34n1a23.
Shehadeh, J., Hamdan-Mansour, A. M., Halasa, S. N., Hani, M. H. B., Nabolsi, M. M., Thultheen, I., & Nassar, O. S. (2020). Academic stress and self-efficacy as predictors of academic satisfaction among nursing students. The Open Nursing Journal, 14(1).
Stump, G.S., Husman, J.B., & Sarah, K. (2012). Nursing Student Self-Efficacy Scale: Development Using Item Response Theory. Nursing Research, 61(3), 149-158.| DOI: 10.1097/NNR.0b013e318253a750.
Şendir, M., ve Acaroğlu, R. (2008). Reliability and validity of turkish version of clinical stress questionnaire. Nurse Education Today, 28, 737–743.
Toqan, D., Ayed, A., Malak, M.Z., Hammad, B.M., ALBashtawy, M., Hayek, M., & Thultheen, I. (2023). Sources of Stress and Coping Behaviors among Nursing Students Throughout Their First Clinical Training. SAGE Open Nurs. doi: 10.1177/23779608231207274.
Turner, K., & McCarthy, V. L. (2017). Stress and anxiety among nursing students: A review of intervention strategies in literature between 2009 and 2015. Nurse Education in Practice, 22, 21-29.
Watson, R., Rehman, S., & Ali, P. A. (2017). Stressors affecting nursing students in Pakistan. International Nursing Review, 64(4), 536-543.
Yıldırım, F., ve İlhan, İ. (2010). Genel Özyeterlilik Ölçeği Türkçe Formunun Geçerlilik ve Güvenilirlik Çalışması. Türk Psikiyatri Dergisi, 21, 301-308.
Yılmaz, M., Yaman, Z., ve Erdoğan, S. (2017). Öğrenci hemşirelerde stres yaratan durumlar ve baş etme yöntemleri. Mersin Üniversitesi Sağlık Bilimleri Dergisi, 10(2), 88-99.
Zhao, F. F., Lei, X. L., He, W., Gu, Y. H., & Li, D. W. (2015). The study of perceived stress, coping strategy and self‐efficacy of C hinese undergraduate nursing students in clinical practice. International Journal of Nursing Practice, 21(4), 401-409.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2024 Esra Ozbudak Arıca, Feriha Kılınç, Özge Nur ARSLAN, Zehra TAŞDEMİR
This work is licensed under a Creative Commons Attribution 4.0 International License.
