Stressors and coping strategies among Baccalaureus technologiae undergraduate nursing students at a Western Cape higher education institution

[摘要] ENGLISH SUMMARY: BackgroundThere is a great global concern to identify early signs of stress and coping strategies among undergraduate nursing students. Effective identification and recognition of these potential stressors may help nursing students to adjust their existing coping strategies more effectively, increase their ability to grow into the nursing profession, and improve their physical and emotional well-being.DesignThis was a descriptive, cross-sectional quantitative study using a questionnaire survey to describe the stressors experienced and coping strategies used by undergraduate nursing students at one point in time. The aim of the study was to identify stressors and coping strategies among BTech undergraduate nursing students studying towards becoming a registered nurse. The objectives were to: Identify stressors (distress, eustress) as experienced by these students; Identify the coping strategies used by these students; and Determine the association between the stressors and the type of coping strategies used by the students.Three questionnaires were used. The first questionnaire was utilised to gather biographical data. The second one, with the title 'Index of Sources of Stress in Nursing Students'' (ISSN), measured the stressors. The third questionnaire, titled 'Coping Schemas Inventory Revised'', measured the coping strategies in a multicultural environment. Furthermore, four open-ended questions were included to identify the personal and financial stressors (distress/eustress). The target population included the second year (Extended Curriculum Programme) group, and the rest of the mainstream groups (first, second, third, and fourth year) nursing students (N=211) studying towards a registration as a registered professional nurse at a nursing higher education institution in the Western Cape. A non-probability convenience sampling method was used since it was the most practical method to utilise. The pilot study included five (5) fourth year undergraduate nursing students, who were excluded from the main study. A statistician from Stellenbosch University assisted with the data analysis. A statistical package was applied to calculate the frequencies, mean scores, and standard deviations of stressors and coping strategies. Pearson's correlation test was applied to analyse the associations between the variables. Ethical approval was granted from the Health Research Ethics Committee of Stellenbosch University (HREC, Reference number: S15/10/256), the Department of Health (WC20 16RP42 963), the Cape Peninsula University of Technology-Health and Wellness Science Research Ethics Committee (HW-REC 2017/H1) and the nursing higher education institution where the study was conducted.ResultsIt was found that nursing students experienced distress as well as eustress. Nursing students used a variety of coping strategies to adapt to their stressors. Support from family and friends were deemed valuable for students. Financial issues were a main stressor for students. Although students rated eustress high, the distresses are more profound than burnout. Nursing students used a variety of coping strategies. Religious coping was the most frequently reported strategy used by them.The hypotheses was tested and a positive correlation was reported between the positive (uplifting) stressors and coping strategies such as social support, passive and active emotional support, religious support, self-restructuring, acceptance, tension reduction, and meaning.ConclusionThe descriptive cross-sectional study identified the stressors and coping strategies used by undergraduate nursing students. It was evident that students at this nursing education institution experience both distress and eustress. They also apply a variety of coping strategies. In the light of this, capacity building interventions should be designed and implemented to equip students at this nursing education institution. These interventions could specifically focus on those areas of stress coping strategies that was identified as shortcomings, and build on their positive coping strategies. This ties in with the profile of trends in the academic support and development for students and staff at Higher Education Institutions in South Africa.

[发布机构] Stellenbosch University