STRESS RESPONSE OF STUDENT NURSES IN THE

UNIVERSITY OF THE CORDILLERAS

A Study presented to the Faculty of the

College of Nursing University
of the Cordilleras

In Partial Fulfillment of the

Requirements for the Degree
BACHELOR OF SCIENCE IN NURSING

By
OPHILIA A. ASIEDU
ELYNE GRACELLE S. BICALDO
ELLEINE RUTH R. CAERO
JASMIN EBID

PAMELA T. FRANCISCO
ERWIN KEN A. PARCHASO
EPHRA MYRE B. SALUQUEN
RACHEL O. YANKYERA

September 2014

APPROVAL SHEET
This thesis entitled ATTITUDE TOWARDS STRESS AND COPING
OF STUDENT NURSES IN THE UNIVERSITY OF THE CORDILLERAS, and
submitted by Ophilia A. Asiedu, Elleine Ruth R. Caero,
Elyne Gracelle S. Bicaldo, Jasmin Ebid, Pamela T. Francisco,
Ephra Myre B. Saluquen, Erwin Ken A. Parchaso and Rachel O.
Yankyera in partial fulfillment of the requirement for the
degree of BACHELOR OF SCIENCE IN NURSING, has been examined
and is recommended for acceptance and approval for oral
examination.
Judith Odanee G. Magwilang, RN. MAEd.
ADVISER
___________________________________________________________
PANEL OF EXAMINERS
APPROVED
by
the
Committee
on
Oral
_____________ with a grade in __________.

Examination

on

Jocelyn Dela Vega, RN, MAEd

Chairman
Godfrey Mendoza, RN, MAN,PhD
MSN
Member

Eugene Flor Ulpindo, ECE. RN.

Member

ACCEPTED AND APPROVED in partial fulfillment of the

requirements for the degree of BACHELOR OF SCIENCE IN
NURSING.
Judith Odanee G. Magwilang, RN. MAEd.
OIC-Dean

UNIVERSITY OF THE CORDILLERAS

Baguio City
Title: Stress Response of Student Nurses in the University
of the Cordilleras
Ophilia A. Asiedu, Elyne Gracelle S. Bicaldo,
Elleine Ruth R. Caero, Jasmin Ebid, Pamela T. Francisco,
Erwin Ken A. Parchaso, Ephra Myre B. Saluquen and Rachel O.
Yankyera
Authors:

Academic Program: Bachelor of Science in Nursing

Background of the Study:
This thesis is entitled, STRESS RESPONSE OF STUDENT
NURSES IN THE UNIVERSITY CORDILLERAS. The study aimed to
know the attitude of the student nurses when facing
stress and the responses that they cause. It explores the
attitudes of student nurses of the University of the
Cordilleras toward the different stressors brought upon
by their chosen field and identifies the stress responses
that the student nurses show. This study identifies of
the given factors affect student nurses the most and
which of the specified coping mechanisms do the student
nurses use the most and is deemed as the most effective
way in relieving their stress.
Statement of the Problem and Hypothesis:
Specifically, it sought to answer the following inquiries:
1. To what extent do the student nurses agree or
disagree on stress in terms of:
a.

Classroom and clinical schedule

b.

Periodic examinations

c.

Faculty

d.

School environment

2. To what extent do the student nurses cope towards

stress?
3. What is the difference on the extent of stress
according to the following variables:
a.

Gender

b.

Age

c.

Year Level

The researchers hypothesized that student nurses

strongly agree that classroom and clinical schedule,
periodic examinations, faculty, and school environment
causes stress. The researchers also hypothesized that the
responses of student nurses towards stress varies. Lastly,
the researchers hypothesized that there is a significant
difference on the extent of stress as to gender, age and
year level.
Scope and Delimitation:
The study is limited to 357 Bachelor of Science in
Nursing (BSN) level II, level III and level IV students of
the University of the Cordilleras who are enrolled in the
2nd semester of school year 2013-2014.
Methods and Procedure:
Data of these research problems is obtained by a
questionnaire of 30 items answering by checking the
corresponding box per item with answers of strongly
disagree, moderately disagree, moderately agree and strongly
agree. This study utilized quantitative method of research,
specifically, the descriptive survey method.
Research Paradigm:

ACKNOWLEDGEMENT

It is a great opportunity for us to write about subject

like: Stress Response of Student Nurses in the University
of the Cordilleras. Writing the research would not have
been possible without the unending help of these people.
To Ms. Judith Odanee Magwilang, the OIC Dean, for her
support and guidance in this research study.
To Ms. Conchita Reyes, our research proposal adviser,
who has always been sincere and helpful in making us
understand the aspects of research.
To Mr. Eugene Flor Ulpindo and Ms. Judith Odanee
Magwilang, our respective panelists during the research
proposal for their constructive comments and pieces of
advice that lead to the improvement of this research.
To Mr. Mark Gay-as, the Dean of College of Nursing of
Easter College Inc., for allowing the researchers to gather
data for the pretesting and to the respondents for their
time and cooperation.
To Dr. Godfrey Mendoza, Mr. Eugene Flor Ulpindo and Ms.
Jocelyne Dela Vega, our respective panelist during our final
defense for their helpful criticisms and educated inputs on
our study that greatly shaped this study.
Apart of us, this research paper will certainly be
immense importance for those who are interested to know more
about this research. We hope, they will find comprehensible.
The Researchers

DEDICATION
We dedicate this research for the future readers, who are
remarkably interested in our research.
The Researchers

TABLE OF CONTENTS
Preliminaries
Page
Title Page
Approval Sheet
Abstract
Acknowledgement
Dedication
Table of Contents
List of Tables
List of Figures
CHAPTER
1. THE PROBLEM
Background of the Study
Conceptual Framework
Statement of the Problem and Hypothesis
2. DESIGN AND METHOLOGY
Research Design and Methodology
Population and Locale of the Study . . . . . . . . . .
Data Gathering Tools . . . . . . . . . . . . . . . . .
Data Gathering Procedures . . . . . . . . . . . . . .
Treatment of Data . . . . . . . . . . . . . . . . ..
3. PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA
4. CONCLUSIONS AND RECCOMENDATIONS
REFERENCES . . . . . . . . . . . . . . . . . . . . .
APPENDICES
A. Letter of Request to the Dean for pre-testing. .
B. Letter of Request to the Dean . . . . . . . . . . .
C. Sample of Questionnaire . . . . . . . . . . . . . .
CURRICULUM VITAE . . . . . . . . . . . . . . . . . . . . .

LIST OF TABLES
Table No.

Table Title

Page

LIST OF FIGURES
Figure no.

Figure Title

Page

Chapter 1
THE PROBLEM
Background of the Study

The world is not perfect and the lives are not perfect.
Life has its moments wherein people are overwhelmed with
things that do not seem right in ones individual
perspectives. Some of these circumstances get the best of
people and makes them feel pressured. Pressure occurs when
one is being pushed against something. It can be in a
physical form or even in an emotional form. In human beings,
emotional pressure is brought upon by a significant event
that seems to be brought upon by a negative event. This is
often times referred to as stress.

Stress is caused by two things. Primarily it is down to

whether one think situations around them are worthy of
anxiety. And then it's down to how the body reacts to its
thought processes. This instinctive stress response to
unexpected events is known as 'fight or flight'. Stress
happens when people feel that they can't cope with pressure
and this pressure comes in many shapes and forms, and
triggers physiological responses. These changes are best

described as the fight or flight response, a hard-wired

reaction to perceived threats to our survival. When survival
had meant facing immediate and real threats such as
confronting a charging elephant, our response has saved
lives.
At times of danger, the body's innate intelligence
automatically takes charge by triggering a set of changes
that bypass our rational thoughts. Priority is given to all
physical functions which provide more power to face an enemy
or to flee. To understand why stress can have negative
impacts on your health, they must first understand the
physiological changes that occur within their body during
the fight or flight response. (What is stress?, n.d)
The psychological theories of stress gradually evolved
from the Theory of Emotion (James-Lange), The Emergency
Theory (Cannon-Bard), and to the Theory of Emotion
(Schachter-Singer). Because stress is one of the most
interesting and mysterious subjects we have since the
beginning of time, its study is not only limited to what
happens to the body during a stressful situation, but also
to what occurs in the psyche of an individual. In this
article, we will discuss the different psychological

theories of stress proposed by James & Lange, Cannon & Brad,

and Schachter & Singer.
In 1884 and in 1885, theorists William James and Carl
Lange might have separately proposed their respective
theories on the correlation of stress and emotion, but they
had a unified idea on this relationship - emotions do not
immediately succeed the perception of the stressor or the
stressful event; they become present after the bodys
response to the stress.
This theory is quite the opposite of what James and
Lange proposed. According to theorist Walter Cannon, emotion
in response to stress can actually occur even when the
bodily changes are not present. Cannon said that the
visceral or internal physiologic response of ones body is
more slowly recognized by the brain as compared with its
function to release emotional response. He attempted to
prove his theory by means of creating the so-called
decorticated cats, wherein the neural connections of the
body are separated from the cortex in the brain of the cats.
When faced with a stressful response, the decorticated cats
showed emotional behavior which meant feelings of aggression

and rage. This emotion was then manifested by bodily changes

such as baring of teeth, growling and erect hair.
To further enhance Cannons theory, theorist Philip Bard
expanded the ideals of Cannon by arguing that a lower brain
stem structure called the thalamus is important in the
production of emotional responses. According to Bard, the
emotional response is released first, and then sent as
signals by the thalamus to the brain cortex for the
interpretation alongside with the sending of signals to the
sympathetic nervous system or SNS to begin the physiologic
response to stress. Therefore, this theory argues that
emotional response to stress is not a product of the
physiologic response; rather, they occur simultaneously.
Theorists Stanley Schachter and Jerome Singer argued
that the appropriate identification of the emotion requires
both cognitive activity and emotional arousal in order to
experience an emotion. Attribution, or the process wherein
the brain can identify the stress stimulus producing an
emotion is also proposed by Schachter and Singer. The theory
explains that we become aware of the reason behind the
emotional response, and when we the reason is not obvious,

we start to look for environmental clues for the proper

interpretation of the emotion to occur. (Sincero, 2012)
Coping refers to an individual's attempt to tolerate or
minimize the effect of the stress, whether it is the
stressor or the experience of stress itself. Coping theories
can be classified according to orientation or focus (traitoriented or state-oriented) and approach (macroanalytic or
microanalytic). Macroanalytic, Trait-oriented Coping
Theories include the theory of Repressionsensitization.
This theory states that there is a bipolar dimension in
which a person copes with the stress in only one of two
opposite poles repression or sensitization. People who
tend to be repressers cope with the stress by means of
denying or minimizing its existence. They use the avoidance
coping mechanism such that they are unable to realize the
potential negative outcomes of the stressful experience. In
contrast to this, sensitizers tend to react to stress with
rumination, excessive worrying and obsessive search for
information on stress-related cues. One macroanalytic traitoriented theory is the theory of monitoring and blunting.
According to Miller, monitoring and blunting is a construct
that is based on the repression-sensitization theory due to

the similarity in their nature as cognitive informational

styles. However, this construct, particularly blunting,
tells us that the impact of uncontrollable stressful cues
can be reduced by the individual through the use of
cognitive avoidance (e.g. denial, reinterpretation,
distraction). Under controllable stress, monitoring is said to
be a more effective coping strategy, as it includes seeking
information related to the stressor.

Another macroanalytic trait-oriented theory is the

Model of Coping Modes. This model originates from the
monitoring-blunting construct, and is also related to the
repression-sensitization conception, but expands concepts of
vigilance and cognitive avoidance with an underpinning of
cognitive motivational approach. It emphasizes that a person
is stimulated to avert the situation and perceive the
stressor in an ambiguous manner in the presence of the
stressor.
The other type of macroanalytic theory is the state-oriented
theories. The Defense Mechanisms constructs by Sigmund Freud
in 1926 is one of the few macroanalytic, state-oriented
theories of coping. A number of defense mechanisms were
basically related to intellectualization and repression, the
two basic forms that were emphasized by Freud in 1936.
Richard Lazarus and Susan Folkman proposed yet another
theory of coping in a macroanalytic approach, concentrating
on the coping strategies that are focused on emotion or on
the problem itself, as well as the functions related to
them. While the theory of Lazarus and Folkman
was macroanalytic in its origin, it was expanded to the
microanalytic approach, wherein Lazarus, et.al. was able to

specify coping strategies and classify them into eight

groups. These include self-controlling, confrontative
coping, seeking social support, distancing, escapeavoidance, accepting responsibility, positive reappraisal
and planful problem-solving. (Sincero, 2012)
In 1936 Hans Selye created the stress
model "General Adaptation Syndrome", which thoroughly
explains the stress response and how aging and disease are
caused by chronic exposure to stress.
In his studies, Selye noticed that the body has been
adapting to external stressors in terms of a biological
pattern that is actually predictable, so that the internal
balance, or homeostasis, would be restored and maintained.

In its attempt to retain homeostasis, the body makes

use of its hormonal system, also known as the fight or
flight response. With this response, you would notice how
the body wants things to be resolved fast and easy, thats
why it already resorts to releasing hormones that would
enable you to combat stress in the most immediate way
possible. This struggle of the body against stress is the
main theme of the General Adaptation Syndrome.

Another observation that Selye discovered was that even if

ones body wants to control or reduce the stress, it still
has its limits. The limited supply of bodys energy to adapt
to the stressful environment is even more compromised when
the body is exposed to the stressor continuously. (Sincero,
2012)

The General Adaptation Syndrome is a model that is

comprised of three elements or phases which describe the
bodys response to stress:

The first phase is the Alarm Phase. In this phase, the

initial reaction of the body to stress is that it labels the
stressor as a threat or danger to balance,that is why it
immediately activates its fight or flight response system,
and releases the stress hormones such as adrenaline,
noradrenaline and cortisol. These hormones enable you to
perform activities that you dont usually do.

The second phase is the Resistance phase. After the

body has responded to the stressor, it is more likely that
the stress level has been eradicated, or simply reduced.
What happens next to the fight or flight response is that
you bodys defenses become weaker, as it needs to allocate
energy to the repair of damaged muscle tissues and lower the
production of the stress hormones. Although the body has
shifted to this second phase of stress response, it remains
on-guard, particularly when the stressors persist and the
body is required to fight them continuously, although not as
stronger as it could during the initial response.

The last phase is the Exhaustion Phase. During this

phase, the stress has been persistent for a longer period.
The body starts to lose its ability to combat the stressors
and reduce their harmful impact because the adaptive energy
is all drained out. The exhaustion stage can be referred to
as the gate towards burnout or stress overload, which can
lead to health problems if not resolved immediately.

All in all, the General Adaptation Syndrome model by

Hans Selye presents a clear biological explanation of how
the body responds and adapts to stress. (Sincero, 2012)

For a better understanding of stress and its influence

to an individual, psychologists categorize stress into three
different types: acute stress, episodic stress, and chronic
stress.

Acute stress is the most widely experienced one, since

it typically is caused by the daily demands and pressures
encountered by each one of us. While the word stress
connotes a negative impression, acute stress is what
actually brings about excitement, joy and thrill in our
lives. Because acute stress occurs only at a very short
period of time, these symptoms might only come out when the
stress has already accumulated: Emotional distress, such as
anger, anxiety, irritability, and acute periods of
depression and physical problems, such as headache, pain,
stomach upset, dizziness, heart palpitations, shortness of
breath, hypertension and bowel disorders
Acute stress that is suffered too frequently is called
episodic stress. This type of stress is usually seen in
people who make self-inflicted, unrealistic or unreasonable
demands which get all clamored up and bring too much stress

in their attempt to accomplish these goals. Episodic stress

is not like chronic stress, though, because this type of
stress ceases from time to time yet not as frequently as
acute stress does. Episodic stress is also typically
observed in people with Type A personality, which involves
being overly competitive, aggressive, demanding and
sometimes tense and hostile. Because of this, the symptoms
of episodic stress are found in Type A persons. These
include: longer periods of intermitted depression, anxiety
disorders and emotional distress, ceaseless worrying,
persistent physical symptoms similar to those found in acute
stress and coronary heart diseases or other heart problems.
Chronic stress is the total opposite of acute stress;
its not exciting and thrilling, but dangerous and
unhealthy. Chronic stress tears the life of a person apart
his mind, body or spirit. This type of stress is brought
about by long-term exposure to stressors. These stressors
seem to be unending, and the accumulated stress that results
from exposure to them can be life-threatening, and can even
lead a person to resort to violence, suicide and self-harm.
(Sincero, 2012)

If stress persists after the initial fight or flight

reaction, the body's reaction enters a second stage (Rubin,
Paplau, & Salovey, 1993). During this stage, the activity of
the sympathetic nervous system declines and epinephrine
secretion is lessened, but corticosteriod secretion
continues at above normal levels (Rubin, Paplau, & Salovey,
1993). Finally, if the stress continues and the body is
unable to cope, there is likely to be breakdown of bodily
resources (Rubin, Paplau, & Salovey, 1993). It is in this
stage that there may be a reduction of the levels of
epinephrine and norepinephrine in the brain, a state related
to depression (Rubin, Paplau, & Salovey, 1993). Stressful
life events are related to the risk of infected individuals
developing an illness (Cohen et. al., 1998). Traumatic
stressful events may trigger either behavioral or biological
processes that contribute to the onset of disease. Chronic
stress has been associated with increased reports of
illness. Long-term exposure to chronic stress may facilitate
the development of illness during exposure to stress (Cohen
et. al., 1995). Exposure to chronic stress may results in
permanent or at the very least long-term psychological,
biological, or behavioral responses that alter the
progression of illness (Cohen et. al., 1995). Cohen et. al.

(1998) found that those who had either a work related or

interpersonal chronic stressors (defined as stress lasting
one month or longer) had an increased risk of developing
colds compared to those who had no chronic stressor. In
addition, the longer the stress endured, the more likely a
person was to become ill. Cohen, Doyle, and Skoner (1999)
found that psychological stress predicted a greater
expression of illness and a greater production of
interleukin-6 in response to an upper respiratory infection.
Finally, Zarski (1984) found no correlation between life
experiences and health status. However, life experiences
were significantly correlated with somatic symptoms and
energy level. Overall health status was highly correlated
with somatic symptoms.
One of the main content theories of motivation, the TwoFactory Theory was proposed by American psychologist
Frederick Herzberg. According to this theory, there are two
types of factors that influence motivation and satisfaction
among individuals, particularly those who work in the
employment sector.

In 1959, Herzberg conducted a study with 200 engineers

and accountants as the subjects. They were asked to
recollect their experiences and feelings (positive or
negative) they had at work, and the reasons behind the way
they felt. Based on the subjective data from the
respondents, Herzberg began to analyze their job attitudes.
From the study, he proposed a two-factor approach when
attempting to understand motivation among employees.

The Two-Factor Theory includes two types of factors

that affect how motivated or satisfied an employee is at
work. These are comprised of hygiene factors and motivator
factors.
Hygiene factors are those that need to be addressed by
a business in such a way that they would not result to the
employees unpleasant experiences and feelings at work. The
satisfaction of hygiene factors motivates employees in their
work. The hygiene factors are: wages, salaries and other
financial remuneration, company policy and administration,
quality of interpersonal relations, working conditions,
feelings of job security and quality of supervision.

Motivator factors emerge from the need of an individual

to achieve personal growth. Job satisfaction results from
the presence of motivator factors. Moreover, effective
motivator factors do not only lead to job satisfaction, but
also to better performance at work. The motivator factors
are: challenging or stimulating work, status, opportunity
for advancement, responsibility, sense of personal
growth/job achievement and acquiring recognition.
The study focusing on the Two-Factor Theory has been
repeated 16 times in various populations and work settings,
according to Herzberg. The results of the latter two-factor
theory studies had been in agreement with the findings of
the original study. This proves that the Two-Factor Theory
deserves being one of the well-regarded theories on job
attitudes, particularly in intrinsic motivation of
employees. (Sincero, 2012)
As student nurses, they are not strangers to the stress
that is brought upon by their chosen field. Nursing, in
retrospect, is one of the most challenging course. With
that, the females and males had come and gone to nursing
schools and these students have different opinions on their

experience. Some enjoyed their years in the college and

others have not. Different as they may be, the researchers
want to know as to what extent they are different. The
researchers want to know if there is a difference on how the
two sexes differ from one another when it comes to their
responses to stress, their coping mechanism as well as if
there is a difference on terms of gender, age and year
level.

Classroom

and

Clinical

schedule

are

the

integrated

system of carrying out the procedures that needs to be done

in the curriculum to make sure that every enrolled student
will be able to attend classes in the campus and to apply
the newly acquired knowledge to the field. The scheduling of
the nursing curriculum is designed differently as compared
to a course that has adapted the trimester system in the
university. The days in the week are split in half while the
trimester days alternate. This was done to perform the duty
in a hospital or community in a consecutive style to have
consistency and contrivancy with the concepts learned. These
structured plans for a student nurses academic life can be

a stressful stimuli because of the hectic schedule that

needs adequate time.

Periodic examinations are part of any curriculum. These

tests are done to measure a student on their knowledge on
the

subject.

examinations

Acquiring
are

then

good

measured

performance

by

the

on

tallying

these
of

the

questions that is answered correctly that appear in their

tests. These examinations reflect on a students record and
therefore can contribute to their stress. The pressure of
getting

high

mark/

passing

marks

on

the

examinations

conducted is an added stress to the student nurses. Being

student

nurses

ourselves,

they

know

what

type

of

examinations are given and how important it is to get a good

mark, With this, examinations bring a great deal of stress.

Faculty is part of the curriculum. They are the ones

who educate future nurses. In this research, the researchers
are referring to any member of the College of Nursing of the
University of the Cordilleras who teaches in the classroom
and supervises students in the hospital and the community.

School

environment

refers

to

the

campus

of

the

University of the Cordilleras and the aspects that go along

with it. This includes the structure of the buildings, any
personnel that belongs in the institution and the location
of the campus itself.
This study is significant because it would be a great
deal to know the different stressors they have in their
environment and to identify which of these factors given
would cause more stress than the other. Also identifying the
coping mechanisms that these student nurses use will help
understand the coping mechanisms they utilize.

Stress Responses
Measures to address
towards the Coping Mechanisms
stress and improve
following of the Student stress responses
stresses: Nurses
A. Counseling
A. Classroom and
Clinical
B. Seminars
Schedule
C. Social Support
B. Periodic
Examinations
D. Recreational
activities
C. Faculty

Independent
Dependent
Output
Variable
Variable

D. School

environment

Intervening Variables
a. Gender
b. Age
c. Year Level

Figure 1. Paradigm of the Study

Statement of the Problem and Hypothesis

The study aims to determine the attitude among student
nurses on stress and coping mechanisms of the University of
the Cordilleras. Specifically, the study sought to answer
the following questions:
1. To what extent do the student nurses agree or
disagree on stress in terms of:
a.

Classroom and clinical schedule

b.

Periodic examinations

c.

Faculty

d.

School environment

Hypothesis: Student nurses strongly agree that

classroom and clinical schedule, periodic examination,
faculty and school environment causes stress.
2. What are the common responses of student nurses
towards the stressors?
Hypothesis: The student nurses strongly agree with the
identified coping mechanisms.
3. Is there a significant difference on the responses
of student nurses towards stress in terms of the
following variables:
a. Sex
b. Age
c. Year Level

Hypothesis: There is a significant difference on the

extent of stress as to sex, age and year level.

Chapter 2
DESIGN AND METHODOLOGY
This chapter discusses the different procedures and
methodology used in the study, which includes the design of
the research, the population and locale of the study, the
tools for data gathering, the procedure of data gathering
and the treatment of data.
Research Design
The researchers utilized the descriptive survey method
as a research design. The descriptive survey method is used
to describe specific behaviors as it occurs in the
environment. The researchers used this design to determine
the relationship between the attitude in relation to stress
and coping mechanism of the student nurses of the University
of the Cordilleras.
Population and Locale of the Study
The respondents of the study were 357 level II, III and
IV students who were enrolled with Bachelor of Science in
Nursing at the University of the Cordilleras for the second
semester of the school year 2013-2014. The researchers did
not include level I student nurses since they do not have
any exposure in the clinical areas. The study was conducted
in the College of Nursing at University of the Cordilleras
located at Governor Pack Road, Baguio City.
Data Gathering Tool
The main tool used to gather data in the study is a
self-made questionnaire that was subjected to validity and
reliability. For the reliability testing, we have conducted
a pre-test at Easter College to their level II to level IV
student nurses taking 10 students per year level. The
researchers distributed the questionnaires at Easter College
because they decided that distributing the questionnaires to
a different population that is not in the University of the
Cordilleras
would
eliminate
the
repetition
of
the
respondents. The questionnaire contains two parts, part I

includes the demographic data of the respondents such as

sex, age and year level, and part II consists of questions
on stress and coping. The questionnaire used the 4-point
Likert Scale since it demands a specific response from the
respondents. The data was then collected by the researchers
by and tested its reliability by using the Split-Half
Reliability which measures consistency where a test is split
in two and the scores for each half of the test is compared
with one another. In this research, it was split into odd
and even numbers in the questionnaire and using the Pearson
Correlation formula, it resulted to 0.83. With that result,
because its value is higher than .7, it indicates that the
questionnaire is reliable.
Data Gathering Procedures
Upon the approval to conduct a pre-test from the Dean
of the College of Nursing of the University of the
Cordilleras, the researchers obtained permission from the
Dean of the College of Nursing of Easter College to
distribute questionnaires to the level II level IV student
nurses of Easter College for pre-testing.
After testing the reliability of the questionnaire
using the split-half reliability method, we then floated the
questionnaires to all level II, level III and level IV
student nurses of the University of the Cordilleras and
ensuring their privacy by guaranteeing that their answers in
the questionnaires will only be seen by the researchers
themselves.
The
researchers
then
collected
the
questionnaires and tallied the results by taking each
question in each questionnaire collected and taking down the
numeric equivalent of the answers of the respondent. The
researchers encoded their tallies in a spreadsheet for
easier viewing.
The respondents based their answers in the
questionnaire on the 4-point Likert Scaling wherein their
answer corresponds to a degree of agreeing or disagreeing to
the statements. The respondents would mark their response to
the statement whether they strongly disagree, moderately
disagree, moderately agree or strongly agree. Each response
is coordinated to a numerical value wherein 1 is given to a
response where they strongly disagree with, 2 when they
moderately disagree, 3 when they moderately agree and 4 when
they strongly agree with the statement. Below is the scale

used in the interpretation of the stress response and coping

mechanism.
Scale
1
2
3
4

Descriptive

Descriptive

Equivalent

Interpretation

SD
MD
MA
SA

Strongly Disagree
Moderately Disagree
Moderately Agree
Strongly Agree

Treatment of Data
The
data
gathered
from
the
questionnaires
was
classified and tabulated for the comparison of the
information
collected
and
treated
statistically.
To
determine the factors in the level of stress response among
the student nurses the University of the Cordilleras, the
frequency, percentage and ranking was utilized.
The following statistical tools were used in the study:
1. Weighted Mean
To determine the extent of stress among student
nurses as to the following factors: Classroom and
duty schedule, periodical examinations, faculty
and school environment.
x

= fiXi
fi

Where, x = weighted mean

Xi = x1,x2,x3...... = Items given
and fi = f1,f2,f3,...... = Frequencies
corresponding to the given items.
2. T-Test
To determine the difference in the
towards stress according to sex and age.

attitude

x 1x 2

t =

S 12 S 22
+
n1 n 2

Where,
x 1 = Mean of first set of values
x 2 = Mean of second set of values
S1 = Standard deviation of first set of values
S2 = Standard deviation of second set of values
n1 = Total number of values in first set
n2 = Total number of values in second set.

3. ANOVA Test
To determine the difference in the stress response
according to age and year level.

Chapter 3
PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA
This chapter presents the different data gathered,
statistically analyzed and the interpreted data in relation
with the given problems and hypotheses. It shows the data
on the stress responses and coping mechanism of the
University of the Cordilleras student nurses of school year
2013-2014. The following table show the socio demographic
profile of the respondents.
Table 1a. Profile of Respondents According to Age per Year
Level
Age Grp

First Year
f
%
70
44.6
30
4

16-20
21-45
46 and
above
Total 104

Second Year
F
%

Third Year
f
%

54
19
1

33
36
0

74

69

Table 1b. Profile of Respondents According to Gender per

Year Level
First Year
F
%
Male
27
42.9
Female
77
41.8
Total 104
Gender

Second Year
f
%
16
25.4
58
31.5
74

Third Year
f
%
20
31.7
48
26.6
69

The stressors that were identified pertaining to

classroom and clinical schedule may vary in the impact on
student nurses. The reaction of the student towards the
stressor related to classroom and clinical schedule is
verified in the following table.

Table 2a. Extent of Agreement or Disagreement on Causes of

Stress as to Classroom and Clinical Schedule
Description
Mean
Descriptive
Equivalent
1. Having lecture days that are
2.45
MD
scheduled early give me stress.
2. Being in school for more than 10
2.21
MD
hours to attend classes give me
stress.
3. Having a short time for a break in2.73
MA
between classes give me stress.
4. Having a graveyard shift (11pm-7am)
2.76
MA
in the hospital give me stress.
5. A 7am-3pm shift in the hospital
2.46
MD
give me stress.
6. A 3pm 11pm shift in the hospital
2.98
MA
give me stress.
Over-all Mean
2.60
MA
3.25-4.0 Strongly Agree
2.50-3.24 Moderately Agree
1.75-2.49 Moderately Disagree
1.0-1.74 Strongly Disagree
Table 2b. Extent of Agreement or Disagreement on Causes of
Stress as to Periodic Examination
Description

Mean

1. Studying for examinations give

me stress.
2. Taking examinations give me
stress.
3. Examinations that lasts for
more than an hour give me
stress.
Over-all Mean
3.25-4.0 Strongly Agree
2.50-3.24 Moderately Agree
1.75-2.49 Moderately Disagree
1.0-1.74 Strongly Disagree

2.57

Descriptive
Equivalent
MA

2.59

MA

2.57

MA

2.58

MA

Table 2c. Extent of Agreement or Disagreement on Causes of

Stress as to Faculty
Description
Mean
Descriptive
Equivalent
1. Ineffective clinical
3.12
MA
instructors give me stress.
2. Clinical instructors who are
3.16
MA
mean in the ward give me
stress.
3. Instructors with no initiative
3.08
MA
to teach give me stress.
Over-all Mean
3.12
MA
3.25-4.0 Strongly Agree
2.50-3.24 Moderately Agree
1.75-2.49 Moderately Disagree
1.0-1.74 Strongly Disagree

Table 2d. Extent of Agreement or Disagreement on Causes of

Stress as to School Environment
Description
Mean
Descriptive
Equivalent
1. The presence of trimester
2.00
MD
students in the school gives
me stress.
2. Being inside the classroom in
2.16
MD
campus give me stress.
3. The location of the school is
2.51
MA
stressful to me.
Over-all Mean
2.22
MD

3.25-4.0 Strongly Agree

2.50-3.24 Moderately Agree
1.75-2.49 Moderately Disagree
1.0-1.74 Strongly Disagree