Please use this identifier to cite or link to this item: https://www.um.edu.mt/library/oar/handle/123456789/65131
Title: Stress in diploma nursing studies
Authors: Camilleri, Silvanne
Keywords: Stress in youth
Nursing -- Study and teaching
Medical education
Stress management -- Study and teaching
Students -- Mental health
Issue Date: 2009
Citation: Camilleri, S. (2009). Stress in diploma nursing studies (Bachelor's dissertation).
Abstract: Nursing is stressful and with additional pressures from academic and professional influencing factors can lead to increased levels of stress in Nursing Students' (Kanji, White & Ernst, 2006). According to the Cognitive Theory of Stress and Coping by Lazarus and Folksman, 1984, the pressures encountered by the student are assessed by the primary and secondary appraisal, in order to manage their stress. The study explored the rationale for the quantitative findings of a longitudinal study on stress of nursing students at the Institute of Health Care conducted by Dr Donia Baldacchino in 2006. This study sought to reveal the reasons for the professional and academic stress identified by the nursing students and also explore the factors that may have contributed towards the perceived stress. A convenience sample of (n=8) of former students (now Staff Nurses) participated in a focus group, under the moderation of Dr D. Baldacchino. The data were thematically analyzed using Burnard (1991) Thematic Analysis Framework. Three themes emerged from the data namely, Academic, Professional Stressors and Positive and Negative factors that may influence the students' stress. Results showed that family issues, keeping up with school and children and daily errands were few of the reasons why the students having children may have an increased level of stress. Financial stressors, attending a minimum of 80% of the lectures together with differences between Diploma and B.Sc (Hons) Nursing Students were found to increase stress of participants. Additionally, caring for the dying and their relatives, theory practice gap, conflicts with supervisor, and the clinical final examination where all sources of increase in professional stress. It is recommended that mentors be supported by appreceptership programmes and offering counseling sessions for students. Further education to students on how to care for the dying patients and ongoing continuous assessment are suggested to replace the clinical examination at the end of the course.
Description: B.SC.(HONS)NURSING
URI: https://www.um.edu.mt/library/oar/handle/123456789/65131
Appears in Collections:Dissertations - FacHSc - 2009
Dissertations - FacHScNur - 2009

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