Professional Documents
Culture Documents
Introduction
Clinical rotations in different hospitals and health institutions are
integral in honing the student nurses knowledge and skills. It gives nursing
students real world experiences describe in textbook and discussed in
classroom settings. In addition, clinical rotations are designed to help
nursing students transition from learning about nursing to performing
nursing. This rotation typically occurs after the first year of the traditional
classroom education.
As a student, one faces many challenges and stressors. However,
nursing students are more likely to experience even more stress. A study
shows that one third of nursing students experience stress severe enough to
induce mental health problems such as anxiety and depression (Pyrjmachuk,
2004).
In addition to contending with exams, long hours of studying, work,
family and personal commitments, they also faced the challenges of clinical
practice. Clinical practice has been identified as one of the most anxiety
producing components in nursing programs. Lack of experience, fear of
making mistakes, difficult patients, discomfort at being evaluated by faculty
members,
worrying
about
giving
patients
the
wrong
information
or
medication and concern about possibly harming patients are just a few of
the stressors for the beginning student nurse ( Shariff and Masuomi, 2005).
Stress is our bodys response to changes in our life. Since life involves
constant change (ranging from changing locations from home to work each
are
increasing
the
severity
of
clients illnesses,
which
one
is
not
prepared,
responsibilities
management,
self-care
management
and
self-care
practices will help them navigate through nursing school and will also
provide a wonderful foundation for creating a balanced and wholesome life.
The need for stress management techniques for nursing students is
necessary to prevent burnout and also to prevent nurses from leaving the
profession. The stress that student nurses carry can only be of harm to the
profession in the long-term (ORegan, 2005).
When people are confronted with stress, they have a great number of
choices about how to deal with it. To truly address that stress, they need to
put the distractions away and get focused on their goals, priorities, and
actions.
Problem-focused solving which looks at different approaches and
resolutions.
Emotional detachment is putting a barrier between yourselves and the
other person involved. It can either be positive or negative.
respondents, age, year level, gender, civil status and area of assignments.
The dependent variables, on the other hand are the coping mechanisms
consisting of the problem-focused solving, wishful thinking, detachment,
seeking social support, focusing on the positive, self-blaming, tension
reductions, suppressing tension, and keeping to self.
Independent Variable
Dependent
Variable
CONCEPTUAL FRAMEWORK
The popularity of the stress concept in science and mass media stems
largely from the work of the endocrinologist, Hans Selye. In his work, Selye,
the father of stress research, developed the theory that stress is a major
cause of disease because chronic stress causes long-term chemical changes.
In the alarm stage, our body recognizes theres a danger and prepares to
deal with the threat by the fight or flight response. Activation of the HPA
axis, the sympathetic nervous system and the adrenal glands take place.
During this phase the main stress hormones cortisol, adrenaline, and
noradrenaline, is released to provide instant energy.
The second stage is resistance stage. Our body shifts into this second
phase with the source of stress being possibly resolved. Homeostasis begins
restoring balance and a period of recovery for repair and renewal takes
place. Stress hormone levels may return to normal but the body may have
reduced defenses and adaptive energy left.
The last stage is the exhaustion stage. At this phase, stress has
continued for some time. The bodys ability to resist is lost because its
adaptation energy supply is gone. Often referred to as overload, burnout,
adrenal fatigue, maladaptation or dysfunction Here is where stress levels
go up and stay up.
On Lazarus Theory of Psychological Stress, two concepts are central to
any psychological stress theory: appraisal, i.e., individuals' evaluation of the
significance of what is happening for their well-being, and coping, i.e.,
individuals' efforts in thought and action to manage specific demands (cf.
Lazarus 1993).
Coping is intimately related to the concept of cognitive appraisal and,
hence, to the stress relevant person-environment transactions. Most
approaches in coping research follow Folkman and Lazarus (1980, p. 223),
6
who define coping as `the cognitive and behavioural efforts made to master,
tolerate, or reduce external and internal demands and conflicts among
them.'
This definition contains the following implications. (a) Coping actions
are not classified according to their effects (e.g., as reality-distorting), but
according to certain characteristics of the coping process. (b) This process
encompasses behavioral as well as cognitive reactions in the individual. (c)
In most cases, coping consists of different single acts andisorganized
sequentially, forming a coping episode. In this sense, coping is often
characterized by the simultaneous occurrence of different action sequences
and, hence, an interconnection of coping episodes. (d) Coping actions can be
distinguished by their focus on different elements of a stressful encounter
(cf. Lazarus and Folkman1984 ). They can attempt to change the person
environment realities behind negative emotions or stress (problem-focused
coping).
The study aims to determine how the fourth year and third year
student nurses deal with the stress that they encountered on their clinical
rotation.
This study sought to answer the following inquiries:
1. What is the profile of the respondents in terms of the following:
1.1 Age
1.2 Year level
1.3 Gender
1.4 Civil Status
1.5 Area of Assignment
2. What are the five most common coping mechanisms that the third year
and fourth year nursing students are using:
2.1 Problem-focused solving
2.2 Wishful Thinking
2.3 Detachment
2.4 Seeking Social Support
2.5 Focusing on the Positive
2.6 Self-blaming
2.7 Tension Reduction
2.8 Suppressing Tension
2.9 Keeping to self
problems
and
challenges
they
will
have to overcome
all
throughout their clinical performances which are and will always be part of
their chosen career. This understanding will help them enhance their coping
abilities and self-confidence.
Clinical Instructors. This study will make them determine if their
students are managing stress from clinical rotations effectively. In addition,
they will be able to create measures on how the student nurses will be able
to appreciate their related learning experiences by being able to learn more
and perform procedures with confidence.
College of Nursing and school administrators of Bukidnon State
University. For them to know if the education that was being provided by
the school is enough to produce future nurses who embodied the five Cs:
competence, compassion, caring, commitment and conscience.
Parents.For them to see how their children have been doing in the
hospital. In addition, they can also provide the necessary support that the
student nurses need to be able to work through with all the stressors.
9
Definition of Terms
10
11
CHAPTER 2
12
physical,
and
sometimes
emotional
demands
can
be
One
must
pour
on
great
deal
of
hardwork.
(http://nurses.definitelyfilipino.com/index.php/2010/12/a-bsn-studentsguide-to-nursing/).
In the article stated above, it says that being a nurse is not an easy
job. It requires passion, effort, and patience. Its normal for nurses to have a
very stressful routine. But because of individual differences of people, we all
have our own ways of dealing with stress, some of us want to eat or maybe
meet friends after school or work, sleep. Its a definitely a fact. We have our
own individuality.
Local Studies
Even at the early beginning of life, stress is being encountered. It
appears to be a universal condition which everyone young or old, married or
unmarried, Filipino or foreigner, poor or rich, learned or not learned
experiences or develops. In other words, it affects all kinds of people from
13
different walks of life. There are many events in life that can cause stress. It
could be generic, physical, chemical, psychological, cultural, ecological or
occupational
in
nature.
(http://www.jpsimbulan.com/2007/11/19/stress-
and-the-working-nurse/)
Nurses are not far exempted from facing many stressful things. It has
been recognized that the world he lives is a potent source of stress. Nursing
is a profession that demands high level of responsibility because it promotes
individualized, sensitive, relevant and effective nursing care to patients.
Thus, levels of stress are associated with the jobs that are too varied and
demanding. Nurses are very much capable of developing a great deal of
stress causing either physical or psychological responses in terms of
accomplishing the jobs in the hospital settings, as well as in meeting their
responsibilities in their respective home because of these hectic activities
they have less opportunities for social interaction. Therefore, there is a great
for need for studies in order to determine the sources of stressful factors
that the behavior of nurses. When a certain individual for example,
experiences a stressful situation, that person may try to cope up by making
an effort to change the situation into a good one and avoids intolerable
situations. Almost all literature claims that work factor produces stress in
different levels and that the people vary in their ability to cope with them. In
recent years, researcher had begun to investigate costly consequences of
occupational stress burnout. Burnout is a state of physical and emotional
exhaustion that occurs gradually over a period of time. First described in
1974 by Freudenburger, the burned-out are usually professionals who work
in people-intensive jobs that are emotionally demanding which is primarily
nurses and social workers are likely to be affected. Physical symptoms
typically include chronic fatigue and frequent minor illness, such as colds,
that resolve slowly. Burned out people spend an overabundance of time at
work but are disorganized, easily angered and accomplish little. The most
14
15
16
stressors
for
nursing
students.
Stressors
specific
to
its implementation.
Complementary
medicine and
17
For nursing students away from home, creating a support system may
fall last in their list of priorities. Providing support within the academic
system may involve group and individual counseling as well as direct access
to resources. Creating a support system with family and friends is a primary
stress reduction technique because having the ability to enjoy time away
from nursing and studies supports self-care. Nurses must prioritize their own
care amid the other care they are required to provide.
(http://www.ehow.com/way_5646415_stress-coping-techniques-nursingstudents.html#ixzz19t5KsYUX)
Foreign Studies
A study was conducted by Ganga Mahat RN, C, EdD entitled Stress and
Coping: Junior Baccalaureate Nursing Students in Clinical Settings (Article
first published online: 2 AUG 2007). The purpose of this study was to
identify junior baccalaureate nursing students perceived stressors and ways
of coping during the clinical component of nursing education and the use of
coping strategies by students with different ethnic backgrounds. Data were
collected from 107 junior nursing students enrolled in the first clinical
course. Results revealed students frequently perceived stressors in the
clinical setting. The findings also revealed that students utilized two
problem-focused coping strategiesproblem solving and seeking social
support coping strategiesmore frequently than two emotion-focused coping
strategiestension reduction and avoidance coping. Additional findings
revealed that both Caucasian and African-American students used more
problem-focused than emotion-focused coping strategies.
CHAPTER 3
RESEARCH AND METHODOLOGY
18
Research Design
A descriptive design is used by the researchers to gather and interpret
the data. Surveys are conducted to determine the most prevalent strategies
that are being utilized by the student nurses. This will then be analyzed to
determine how they are dealing with their stressors while taking up the
nursing course.
Research Setting
The research was conducted here at the College of Nursing of
Bukidnon State University, Malaybalay City, Bukidnon.
Bukdinon State University is located in the capital town of Malaybalay
City, Bukidnon and is strategically positioned to serve Region X, Region XI
and CARAGA region and other out laying cities and provinces of Mindanao.
19
The respondents are the third year and fourth year nursing students of
Bukidnon State University. They have more experiences on having their
clinical exposure. In addition, their competency is expected to be higher and
wider than those of the first year and second year nursing students.
Samples will be taken through simple random sampling method.
Research Instrument
The Ways of Coping (Revised) is a 66-item questionnaire containing a
wide range of thoughts and acts that people use to deal with the internal
and/or external demands of specific stressful encounters. The revised Ways
of Coping (Folkman& Lazarus, 1985) differs from the original Ways of Coping
Checklist (Folkman& Lazarus, 1980) in several ways. The response format in
the original version was Yes/No; on the revised version the subject responds
on a 4-point Likert scale (1 - Not Used, 2 - Used Somewhat, 3 - Used Quite a
Bit, 4 - Used a Great Deal).
Redundant and unclear items were deleted or reworded, and several
items, such as prayer, were added. Many investigators have asked if the
Ways of Coping can be used to assess coping styles or traits. The measure is
not designed for this purpose; it is designed as a process measure. It is
possible though to look for consistency (style) across occasions by
administering the measure repeatedly and then doing intraindividual
analyses. Each administration, however, is focused on coping processes in a
particular stressful encounter and not on coping styles or traits. In addition,
the researchers have utilized the student sample Ways of Coping from the
same authors because it is more appropriate for use of nursing students.
Forty-one items were omitted because the study only focuses in nine coping
mechanisms.
20
Statistical Technique
After
the
questionnaires,
distribution,
the
collection
researchers
tallied
and
completion
the
gathered
of
data
distributed
and
used
21
P= Percentage
F= Frequency
N= Total Number of Respondents
For the Average Mean
Computation of the average mean was made using the expression:
Ave Mean = F x E
Where:
Ave Mean = Average mean
F= Frequency used
E= Numerical equivalent or the degree of response
For the Weighted Mean
Computation of the weighted mean was made using the expression:
WM=
Where:
WM = Weighted mean
= Summation of the degree of response
N = Total number of respondents
F = Frequency of response
22
Number Value
3.25 4.0
2.50 3.24
1.75 2.49
1.0 1.74
E ( Degree of Response)
4
3
2
1
Interpretation
Used a great deal
Used quite a bit
Used somewhat
Not used
CHAPTER 4
PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA
23
This chapter presents the data gathered in this study which has been
carefully presented, analyzed, and interpreted. These data were gathered by
the researchers to the fifty junior nursing students, 25 from the third year
level and 25 from the fourth year level enrolled at the Bukidnon State
University College of Nursing as of school year 2012 2013.
Problem 1: What is the profile of the respondents in terms of age, year
level, gender, civil status and area of assignment?
Table 1.1
Distribution of Respondents According to Age
Age
18 21
22 25
26 30
Total
Frequency
39
9
2
50
Percentage
78%
18%
4%
100%
Rank
1
2
3
Table 1.1 presents the data of the respondents in terms of their age.
There are 39 or 78% of the respondents who are at ages between 18-21
years old which ranked 1; 9 or 18% of the respondents or 22-25 years
which
ranked
2;
2 or 4%
of
old
which ranked 3.
The data indicate that the respondents are at the right age to consider
as mature individuals capable of managing stress. It also shows that
majority of the respondents are between 18-21 years old.
In a study of Age Differences in the Use of Coping Mechanism by
Robert McCrae, it shows that older people coped in much the same way as
24
Table 1.2
Distribution of Respondents According to Gender
Gender
Male
Female
Total
Frequency
7
43
50
Percentage
14%
86%
100%
Rank
2
1
women,
when
cortisol
and
epinephrine
rush
through
the
Table 1.3
25
Frequency
25
25
50
Percentage
50%
50%
100%
Rank
0.5
0.5
Table 1.4
Distribution of Respondents According to Civil Status
Civil Status
Single
Married
Total
Frequency
46
4
50
Percentage
92%
8%
100%
Rank
1
2
Table 1.5
Distribution of Respondents by Area of Assignments
26
Area of
Assignment
Medical
Surgical
OB
ER
OR
Pedia
DR
ICU
Frequency
Percentage
Rank
45
40
38
32
40
37
40
3
90%
80%
76%
64%
80%
74%
80%
6%
1
2.3
5
7
2.3
6
2.3
8
Problem 2: What are the five most common coping mechanisms that
the third year and fourth year nursing students are using?
Table 1.6
Coping Mechanisms Utilized by the Third Year Nursing Students
Coping Mechanisms
27
WM
Verbal
Interpretation
PROBLEM-FOCUSED SOLVING
1. I go over in my mind what I will say or
do.
2. I know what has to be done, so I am
doubling my efforts to make things work.
3. I try not to act too hastily or follow my
first hunch in solving a problem.
4. Im making a plan of actions and
following it.
5. I try to see things from the other persons
point of view
6. I try to keep my feelings from interfering
with my responsibilities too much.
7. I try to analyze the problem in order to
understand it better.
Overall average
WISHFUL THINKING
1. I wish that I can change what is
happening or how I feel during our duty.
2. I wish that the situation would go away or
somehow be over with it.
3. I daydream or imagine a better time or
place than the one I am in.
4. I have fantasies or wishes about how
things might turn out.
Overall average
DETACHMENT
1. I try to forget the whole thing about our
clinical duty.
2. I go on as if nothing is happening.
3. I accept my situation, since nothing can
be done
Overall average
SEEKING SOCIAL SUPPORT
1. I talk to someone about how Im feeling
with regards to my mistakes on our
duties.
2. I let my feelings out somehow whether
Im feeling happy or frustrated with our
28
3.36
3.28
3.12
3.36
3.2
3.12
3.48
3.27
Used a great
deal
3.32
3.32
2.84
2.76
3.06
Used somewhat
2.08
2.88
Used somewhat
Used quite a bit
2.32
Used somewhat
3.52
3.16
duties.
3. I pray.
Overall average
FOCUSING ON THE POSITIVE
1. I look for the silver lining, so to speak;
try to look on the bright side of things.
Overall average
SELF-BLAMING
1. I criticize or lecture myself.
2. I make a promise to myself that things
will be different next time.
Overall average
3.28
3.32
3.52
3.52
Used a great
deal
3.08
3.24
3.16
2.6
SUPPRESSING TENSION
1. I got away from our clinical duties for a
while; tried to rest or take a vacation.
2. I try to make myself feel better by eating,
drinking, smoking, using drugs or
medication, etc.
Overall average
2.8
TENSION REDUCTION
1. I jog or exercise.
Overall average
2.28
2.28
Used somewhat
Used somewhat
2.32
2.52
Used somewhat
Used quite a bit
2.42
Used somewhat
KEEPING TO SELF
1. I try to keep my feelings to my self
2. I keep others from knowing how bad
things are
Overall average
Table 1.6 presents the coping mechanism used by the third year
nursing students of Bukidnon State University. For the focusing on positive,
got an overall average weighted mean of 3.52 and was interpreted as used
a great deal. It ranked number 1 based on the findings presented above.
29
30
Table 1.7
Coping Mechanisms Utilized by Fourth Year Nursing Students
Coping Mechanisms
WM
Verbal
Interpretation
3.56
3.52
3.24
3.28
3.28
3.36
3.84
3.44
Used a great
deal
3.36
3.24
3.08
PROBLEM-FOCUSED SOLVING
1. I go over in my mind what I will say or do.
2. I know what has to be done, so I am
doubling my efforts to make things work.
3. I try not to act too hastily or follow my first
hunch in solving a problem.
4. Im making a plan of actions and following it.
5. I try to see things from the other persons
point of view
6. I try to keep my feelings from interfering
with my responsibilities too much.
7. I try to analyze the problem in order to
understand it better.
Overall average
WISHFUL THINKING
1. I wish that I can change what is happening
or how I feel during our duty.
2. I wish that the situation would go away or
somehow be over with it.
3. I daydream or imagine a better time or place
than the one I am in.
4. I have fantasies or wishes about how things
might turn out.
31
Overall average:
DETACHMENT
1. I try to forget the whole thing about our
clinical duty.
2. I go on as if nothing is happening.
3. I accept my situation, since nothing can be
done
Overall average
SEEKING SOCIAL SUPPORT
4. I talk to someone about how Im feeling with
regards to my mistakes on our duties.
5. I let my feelings out somehow whether Im
feeling happy or frustrated with our duties.
6. I pray.
Overall average
FOCUSING ON THE POSITIVE
1. I look for the silver lining, so to speak; try to
look on the bright side of things.
Overall average
SELF-BLAMING
1. I criticize or lecture myself.
2. I make a promise to myself that things will
be different next time.
Overall average
SUPPRESSING TENSION
1. I got away from our clinical duties for a
while; tried to rest or take a vacation.
2. I try to make myself feel better by eating,
drinking, smoking, using drugs or
medication, etc.
Overall average
TENSION REDUCTION
1. I jog or exercise.
Overall average
KEEPING TO SELF
1. I try to keep my feelings to myself.
2. I keep others from knowing how bad things
are.
Overall average
32
3.17
2.2
Used somewhat
2.52
3.12
2.61
3.52
1.84
Used somewhat
3.88
3.08
3.32
3.32
Used a great
deal
3.0
3.56
3.28
Used a great
deal
2.12
Used somewhat
2.28
Used somewhat
2.2
Used somewhat
2.04
2.16
Used somewhat
Used somewhat
2.76
1.76
2.26
Used somewhat
Table 1.7 presents the coping mechanisms used by the fourth year
nursing students to effectively manage stress.
Problem-focused solving has a weighted mean of 3.44 and is
interpreted as being Used a great deal. It has the highest weighted mean
and is ranked first among the nine coping mechanisms listed.
Focusing on the positive ranked second with a weighted mean of 3.32
and is used a great deal.
Self-blaming follows with a weighted mean of 3.28 and is interpreted
as being used a great deal.
On the fourth rank is Wishful Thinking with a weighted mean of 3.17
and is used quite a bit.
Next is Seeking Social Support with a weighted mean of 3.08 and is
also used quite a bit.
Sixth in rank is Detachment with a weighted mean of 2.61 and is
interpreted as being used quite a bit.
Seventh is Keeping to Self with a weighted mean of 2.26 and is used
somewhat.
Next is Suppressing Tension with a weighted mean of 2.2 and is used
somewhat.
Lastly is Tension reduction with a weighted mean of 2.04 and is used
somewhat.
33
COMPARISON:
The top five coping behaviors of the third year are focusing on the
positive, seeking social support, problem-focusing solving, self-blaming and
wishful thinking.
The fourth year nursing students, on the other hand, have the
following coping mechanisms: problem-focused solving, focusing on the
positive, self-blaming, wishful thinking and seeking social support.
This indicates that both the third year and fourth year has the same
coping behaviors, only the ranking of it differs.
Problem-focused solving looks at different approaches and resolutions.
Problem-focused coping is generally found in research to be the most
positive to overall health. This kind of coping is appropriate when there are
elements of a stressful situation that they have actual influence over that
34
is, they are changeable. When they apply problem-focused coping to stress
that cant be changed, they tend to feel frustrated, defeated, or disillusioned.
Problem-focused coping is necessary to help them move through hard times.
Although it is found in research to be the most positive to overall health, it is
extremely unpopular in practice, and very hard to do. Solving problems
takes planning, impartial assessment of needs, and a willingness to act upon
decisions. End result the actions that will make them healthier in the long
run, become very difficult to take.
Reference to others or seeking social support represents the coping
strategies young people use when they turn for support to external
resources, such as peers and professionals. Knowing how and when to get
help from others and how to get along with others are skills that contribute
to success in life. Such strategies are indicative of emotional intelligence.
This indicates that the respondents are open to others to let their feelings
out. Making contact with others can help reduce feelings of distress. When
there is somebody who is willing to listen it makes them feel better. By
letting out the problems, it helps them ease the heaviness that they carry in
their hearts. It also indicates that the respondents are always praying to give
comfort for their selves. They believed that God is always in there that
willing to listen in terms of difficulties and happiness. That God gives them
strength to pursue in their life even the obstacles that they have to face.
Praying is one of their ways to release the stresses they have.
Next is focusing on the positive or looking at the bright side of life.
This means being able to accept the current situation a person is in and tries
to have a positive outlook on that certain situation however difficult it may
seem. This indicates that the respondents are using this ability to stay
positive even in times of difficulty and crisis. It gives them strength and the
ability not to feel despair. Being a positive thinker helps them focus on the
solution rather than waste time and energy on negative emotions. This
35
means they get themselves back on track faster and start thinking about
what they can do instead of staying in a disempowering state. Rather than
repeating the same negative emotions of irritation, regret and anger in their
head, they now focus on the lessons learned and get into a creative flow in
finding a solution. Through practicing positive thinking, they are creating a
positive reality for their selves. This is because when they focus on positive
things, they will have positive actions. And consistently having positive
actions can only lead to the achievement of desired results.
Wishful thinking is hoping for the best without taking steps to ensure
it. students have been trying to distract themselves to lessen or avoid the
impact of stress, however, wishful thinking does not guarantee that it will
make a person more determined and committed to do well because more
often, they are just contented with daydreaming than taking steps to ensure
it.
Self-blaming is seeing oneself as responsible for the problem. This
indicates that the respondents evaluate themselves so that they well know
what is lacking on them. By assessing themselves they may know more of
who really they are. It well helps them to identify how they react in different
kinds of crisis that they may encounter. It is one way of reminding
themselves to improve, do their work or job better next time, what they will
going to do in terms of crisis and how to handle problems base on what they
experience. Criticizing themselves will also be helpful in analyzing on what
are the right things to do.
The
remaining
respondents.
36
coping
behaviors
are
not
often
used
by
the
ones
concerns
and
feelings.
This
indicates
that
the
respondents are not fond of keeping problems on their own. They let it out
by telling it to others because it is more relieving rather than keeping it by
self. When someone knows what they feel, that person will give comfort to
ease the tension that they felt because of the problems they have. For them
keeping problems by self is less effective in reducing or managing stress.
Tension reduction ranked ninth in both year levels. This indicates that
the respondents do not really engage themselves in exercise. They didnt
give more time in exercise to reduce their stress. It is also means that the
respondents are not fond of using exercise as a way of reducing tension.
Because of busy schedule they tend to forgot to give time in doing physical
37
CHAPTER 5
SUMMARY, CONCLUSION AND RECOMMENDATIONS
This
presents
the
summary
of
the
study,
formulated
38
The following are the summary of the findings of the study based from
all the data presented, analyzed and interpreted.
1. Most of the respondents are in 18-21 years of age
2. Most of the respondents are female.
4. In the data gathered from the questionnaires majority of the
respondents are single.
5. Regarding to the areas of assignments majority of the respondents
were assigned in the medical area.
6. The top five coping behaviors of the third year are focusing on the
positive, seeking social support, problem-focusing solving, self-blaming and
wishful thinking.
The fourth year nursing students, on the other hand, have the
following coping mechanisms: problem-focused solving, focusing on the
positive, self-blaming, wishful thinking and seeking social support.
7. This indicates that both the third year and fourth year has the same
coping behaviors, only the ranking of it differs.
8. There is a significant difference between the profile of respondents
and their coping behaviors.
CONCLUSION
Based on the findings of the study, the researchers arrived at the
following conclusions:
1. The five most common coping mechanisms are as follows: Seeking
social support, focusing on the positive, problem-focused solving, selfblaming and wishful thinking. The first three are considered to be positive
39
ways of coping. It shows that the third year and fourth year nursing students
are managing stress effectively.
On the other hand, suppressing tension, detachment, keeping to self,
and tension reduction are not popularly used.
2. The result of the study stands benefit to the nursing practice in
rendering
effective
quality
nursing
care.
common coping strategies of the third year and fourth year students
provide
them
will
effectively manage stress. This study will serve as a guide to them on how to
manage their stress with regards to their clinical duties. This will also provide
information to the Clinical Instructors, healthcare team in the hospital, and
school administrators on how they can help the students upon dealing with
stress properly in order for students to be competent enough in different
clinical area and to render quality and effective nursing care to the patients.
RECOMMENDATIONS
After the conclusions were drawn, the researchers of the study hereby
recommended that:
It is recommended that the third year and fourth year respondents of
Bukidnon State University College of Nursing should have monthly stress
management workshop. This is to help them further harness and learn new
positive stress coping mechanism and to let them change their old negative
stress mechanism to new and positive ones.
Weekly morning stress exercises should also be implemented because
this type of tension reduction is only used somewhat. Exercise will not only
help the body to improve its endurance to the daily stress that a nursing
student encounters, it will also help the body to stimulate endorphins which
will help in relieving stress that a person is experiencing.
40
Finally, conducting
bigger sample
frame
another
should
study
be
using
considered
to
more
arrive
variable
at
and
more
BIBLIOGRAPHY
Books
Barbara Kozier MN, RN, GlenoraErb BSN, RN, Audrey Berman Ph. D., RN,
MAN Funadamental of Nurszing 7th Ed.
Deborah Antai-Otonget. Al, Thomson Asian Ed. Psychiatric Nursing Book
Stress (2008).Encyclopedia
Deluxe
Edition. Chicago:
Britannica.Encyclopedia Britannica
2007
Encyclopedia Britannica.
Lazarus, R.S., &Folkman, S. (1984). Stress, Appraisal and Coping. New York:
Springer
Stress and Coping Theories by H. W. Krohne
Greenglass, E. Beyond coping:
London: Oxford University Press,
41
Undergraduate Thesis
Stress Management Performed by the Level III Nursing Students of Nueva
Ecija University of Science and Technology with regards to their Clinical
Duties: Basis for a Proposed Effective Quality Nursing Care.
Stress and Coping Strategies amongst Registered Nurses Working in a South
African Tertiary Hospital
Factors associated with stress among nursing students
Student Nurses Perception of Death and Dying
Nursing Students Learning Experiences in Clinical Settings: Stress, Anxiety
and Coping
Article
A longitudinal study of stress and self-esteem in student nurses by Deborah
Edward, Philip Burnard, Kim Bennett, UnaHebden
Website
http://www.thestressoflife.com/why_men_and_women_handle_stress_.htm
http://my.webmd.com/webmd_today/home/default
http://www.etd.uwc.ac.za
http://www.medind.nic.in
http://www.ohiolink.edu
http://www.spectrum.library.concordia.ca
42
http://www.psych.yorke.ca
http://www.sagepub.com
http://digitalarchive.gsu.edu
http://www.tip.duke.edu
http://www.wisegeek.com
http://www.ukessays.com/essays/nursing/stress-coping-mechanisms-ofselected-junior-nursing-students-nursing-essay.php
http://nurses.definitelyfilipino.com/index.php/2010/12/a-bsn-students-guide-tonursing/
http://www.jpsimbulan.com/2007/11/19/stress-and-the-working-nurse/
http://www.ehow.com/way_5646415_stress-coping-techniques-nursingstudents.html
43
APPENDICES
A.
RESEARCH INSTRUMENT
18 21 years old
26 29 years old
22 25 years old
30 and above
Year level:
Third Year
Fourth Year
Gender:
Male
Female
Civil Status:
Single
Married
Area of Assignment/s:
Medical
OB
Surgical
ER
OR
Pedia
DR
ICU
PART II.
Please read each item below and indicate, by using the following rating
scale, to what extent you used it during/on your clinical duties.
44
Not Used
Deal
1
Used Somewhat
Used a Great
Coping Behaviors
PROBLEM-FOCUSED SOLVING
1. I go over in my mind what I will say or do.
2. I know what has to be done, so I am doubling my
efforts to make things work.
3. I try not to act too hastily or follow my first hunch in
solving a problem.
4. Im making a plan of actions and following it.
5. I try to see things from the other persons point of view
6. I try to keep my feelings from interfering with my
responsibilities too much.
7. I try to analyze the problem in order to understand it
better.
WISHFUL THINKING
1. I wish that I can change what is happening or how I
feel during our duty.
2. I wish that the situation would go away or somehow be
over with it.
3. I daydream or imagine a better time or place than the
one I am in.
4. I have fantasies or wishes about how things might turn
out.
DETACHMENT
1. I try to forget the whole thing about our clinical duty.
2. I go on as if nothing is happening.
3. I accept my situation, since nothing can be done
SEEKING SOCIAL SUPPORT
1. I talk to someone about how Im feeling with regards to
my mistakes on our duties.
2. I let my feelings out somehow whether Im feeling
happy or frustrated with our duties.
3. I pray.
45
46
CURRICULUM VITAE
47
Seminars Attended:
Research Forum
Psychiatric Nursing: Nurturing the Complex Mind Through
Competency-based Care
Forensic Nursing with I.Net
Nursing practice: coping up with its new trends and challenges through
legal and ethico-moral principles
Transforming novice into competent nurses.
Intrapartum Care
Disaster Triaging and Management
ORNAP
Coping up with Public Speaking fear
48
CURRICULUM VITAE
49
Seminars Attended:
Global Disaster Preparedness Program
Research Forum
Psychiatric Nursing: Nurturing the Complex Mind Through
Competency-based Care
Forensic Nursing with I.Net
Nursing practice: coping up with its new trends and challenges through
legal and ethico-moral principles
Transforming novice into competent nurses.
Intrapartum Care
Disaster Triaging and Management
ORNAP
Affiliations:
UNIFIRE member
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