Türkiye’deki Hemşirelik Öğrencilerinde Stres Endeksi ve Etkileyen Parametreler ile Genel İyilik Halinin İncelenmesi

Yıl 2021, Cilt: 12 Sayı: 1, 100 - 107, 16.12.2020

Gülden Aynacı

https://doi.org/10.31067/acusaglik.831865

Cited By: 1

Öz

Amaç:Öğrenci hemşireler için belirli stres yönetimi müdahalelerinin, iyi olma hissini artırabilecek farkındalık ve bilişsel değerlendirmelerin ön planda tutulması önemlidir. Amacımız Türkiye’de hemşirelik öğrencilerinin stres indeksini, genel iyilik halini etkileyen parametrelerin değerlendirilmesidir
Hastalar ve Yöntem:Çalışmamız Trakya Üniversitesi hemşirelik lisans programından 695 öğrenciyle Aralık 2018- Ağustos 2019 arasında, 2 aşamalı olarak yapıldı. İlk aşamada öğrenciler ‘’Hemşirelik öğrencileri stres ölçeği’’ (SNSI) ve ‘’Genel Sağlık Anketi 12’’ (GHQ 12) ile değerlendirildi ve 695 öğrenci ile tamamlandı. Bulgular:Katılımcıların %65’i kız, %34’ü erkekti. Öğrencilerin SNSI skoru 110; GHQ skorları 3.61’di. Kız öğrencilerin SNSI değeri 108.24; GHQ ise 3.60 bulundu. Erkeklerin SNSI değeri 114.05; GHQ ise 3.62 bulundu. Kız ve erkekler arasında SNSI değerleri için anlamlı fark saptanırken; GHQ skorları açısından fark bulunmadı. Mesleği kendi istekleriyle seçenler ile ailelerinin istekleriyle seçenenler karşılaştırıldı. Kendi isteğiyle seçen 516 öğrencinin; hem SNSI, hem GHQ puanları daha iyiydi. Sonuç:Çalışmamız Türkiye’de hemşirelik öğrencilerinde stres değerlendirmesi, genel sağlık değerlendirmesi için yapılan en fazla katılımlı çalışmalar arasındadır. Hemşirelik lisans öğrencisi olmanın, stresli bir süreç olduğunu desteklemektedir. Sağlık hizmetinin yapıtaşı olan hemşireliğe adım atacak gençlerin stres ile etkileşimine farkındalığın arttırılması gerekliliğini göstermektedir.

Anahtar Kelimeler

Hemşirelik öğrencileri, Stres, Hemşirelik öğrencileri stres indeksi, Genel sağlık ölçeği 12

Investigation of the Stress Index, General Health and Affecting Parameters of Student Nurses in Turkey

Öz

Purpose:For student nurses, it’s important to prioritize specific stress management interventions and to increase awareness of well-being and cognitive assessments. Our goal was to investigate the stress index of nursing students, and to evaluate parameters that affect the general well-being
Patients and Methods:Our study was conducted in 3 stages between December 2018- August 2019 with 695 students from the nursing undergraduate program of Trakya University. In the first phase, the students were evaluated using the Student Nurse Stress Index (SNSI) and the second phase, General Health Questionnaire-12 (GHQ-12). Results:The students\' mean SNSI and GHQ-12 scores were 110 and 3.61, respectively. The female students’ mean SNSI and GHQ-12 scores were 108.24; 3.60, respectively. The males’ mean SNSI and GHQ-12 scores were 114.0; 3.62, respectively. Although there was a difference between the males and females in terms of mean SNSI values, there was no difference in GHQ-12 scores. Among the 516 students who chose nursing of their own will, both SNSI and GHQ-12 scores were better than who chose nursing according to their families’ wishes.
Conclusion:Our stress evaluation study in nursing students in Turkey is one of the most participatory work performed for general health assessment. It showed that being an undergraduate student is a stressful process. It’s necessary to increase awareness about the interaction of young people who enter nursing, which is a cornerstone of health service

Anahtar Kelimeler

student nurses, Student Nurse Stress Index (SNSI), General Health Questionnaire-12, stress

Kaynakça

• 1. Gage H. Keeping nurses nursing: a quantitative analysis. Nursing times. 2001;97(7):35.
• 2. Deary IJ, Watson R, Hogston R. A longitudinal cohort study of burnout and attrition in nursing students. Journal of advanced nursing. 2003;43(1):71-81.
• 3. Watson R, Deary IJ, Thompson DR, Li G. The stress in nursing students scale (SINS): principal components analysis of longitudinal data from Hong Kong. Journal of clinical nursing. 2010;19(7‐8):1170-2.
• 4. Goff A-M. Stressors, academic performance, and learned resourcefulness in baccalaureate nursing students. International Journal of Nursing Education Scholarship. 2011;8(1).
• 5. Jones MC, Johnston DW. Distress, stress and coping in first‐year student nurses. Journal of advanced nursing. 1997;26(3):475-82.
• 6. Pryjmachuk S, Richards DA. Predicting stress in pre‐registration nursing students. British Journal of health psychology. 2007;12(1):125-44.
• 7. Mazloumi A, Rostamabadi A, Saraji JN, Foroushani AR. Work ability index (WAI) and its association with psychosocial factors in one of the petrochemical industries in Iran. Journal of occupational health. 2012:1202130234-.
• 8. Liu C-j, Marie D, Fredrick A, Bertram J, Utley K, Fess EE. Predicting hand function in older adults: evaluations of grip strength, arm curl strength, and manual dexterity. Aging clinical and experimental research. 2017;29(4):753-60.
• 9. Ranjbar H. Stress management: An ignored challenge in clinical nursing education. Nurse education today. 2016;36:10.
• 10. Eng C-J, Pai H-C. Determinants of nursing competence of nursing students in Taiwan: The role of self-reflection and insight. Nurse education today. 2015;35(3):450-5.
• 11. Silwal M, Gurung R, Gurung A, Sah I, Koirala D, Ojha S. Anxiety and Stress among B. Sc. Nursing First Year Students in a Selected Nursing College at Lekhnath, Pokhara, Nepal. Journal of Gandaki Medical College-Nepal. 2019;12(1):47-52.
• 12. Lo R. A longitudinal study of perceived level of stress, coping and self‐esteem of undergraduate nursing students: an Australian case study. Journal of advanced nursing. 2002;39(2):119-26.
• 13. Klainin‐Yobas P, Keawkerd O, Pumpuang W, Thunyadee C, Thanoi W, He HG. The mediating effects of coping on the stress and health relationships among nursing students: a structural equation modelling approach. Journal of advanced nursing. 2014;70(6):1287-98.
• 14. Watson R, Deary I, Thompson D, Li G. A study of stress and burnout in nursing students in Hong Kong: a questionnaire survey. International journal of nursing studies. 2008;45(10):1534-42.
• 15. Watson R, Yanhua C, Ip MY, Smith GD, Wong TK, Deary IJ. The structure of stress: Confirmatory factor analysis of a Chinese version of the stressors in Nursing Students Scale (SINS). Nurse education today. 2013;33(2):160-5.
• 16. Goldberg DP. User's guide to the General Health Questionnaire. Windsor. 1988.
• 17. Goldberg D, Oldehinkel T, Ormel J. Why GHQ threshold varies from one place to another. Psychological medicine. 1998;28(4):915-21.
• 18. Allgöwer K, Kern C, Hermsdörfer J. Predictive and reactive grip force responses to rapid load increases in people with multiple sclerosis. Archives of physical medicine and rehabilitation. 2017;98(3):525-33.
• 19. Pryjmachuk S, Easton K, Littlewood A. Nurse education: factors associated with attrition. Journal of advanced nursing. 2009;65(1):149-60.
• 20. Ni C, Liu X, Hua Q, Lv A, Wang B, Yan Y. Relationship between coping, self-esteem, individual factors and mental health among Chinese nursing students: A matched case–control study. Nurse education today. 2010;30(4):338-43.
• 21. Shikai N, Shono M, Kitamura T. Effects of coping styles and stressful life events on depression and anxiety in Japanese nursing students: A longitudinal study. International Journal of Nursing Practice. 2009;15(3):198-204.
• 22. Papazisis G, Nicolaou P, Tsiga E, Christoforou T, Sapountzi‐Krepia D. Religious and spiritual beliefs, self‐esteem, anxiety, and depression among nursing students. Nursing & health sciences. 2014;16(2):232-8.
• 23. Smith GD, Yang F. Stress, resilience and psychological well-being in Chinese undergraduate nursing students. Nurse education today. 2017;49:90-5.
• 24. Yang F, Bao JM, Huang XH, Guo Q, Smith GD. Measurement of resilience in C hinese older people. International Nursing Review. 2015;62(1):130-9.
• 25. Lundman B, Strandberg G, Eisemann M, Gustafson Y, Brulin C. Psychometric properties of the Swedish version of the Resilience Scale. Scandinavian Journal of Caring Sciences. 2007;21(2):229-37.
• 26. Kipping CJ. Stress in mental health nursing. International Journal of Nursing Studies. 2000;37(3):207-18.
• 27. Aiken LH, Clarke SP, Sloane DM, Sochalski JA, Busse R, Clarke H, et al. Nurses’ reports on hospital care in five countries. Health affairs. 2001;20(3):43-53.
• 28. Sánchez‐Camarero C, Ortega‐Santiago R, Arias‐Horcajadas F, Madoz‐Gúrpide A, Miangolarra‐Page JC, Palacios‐Ceña D. Altered fine motor control and manual dexterity in people with cocaine dependence: An observational study. Australian occupational therapy journal. 2018.
• 29. Peters C, Chang A, Morales A, Barnes K, Alegretti A. An integrative review of assessments used in occupational therapy interventions for children with cerebral palsy/Revisão integrativa de avaliações utilizadas em intervenções de terapia ocupacional para crianças com paralisia cerebral. Cadernos Brasileiros de Terapia Ocupacional. 2019;27(1).
• 30. Alpers RR, Jarrell K, Wotring R. The subtle curriculum: What are we really teaching our students? Teaching and Learning in Nursing. 2012;7(2):78-9.
• 31. Lu H, Zhao Y, While A. Job satisfaction among hospital nurses: a literature review. International Journal of Nursing Studies. 2019.
• 32. Yearwood E, Riley JB. Curriculum infusion to promote nursing student well‐being. Journal of advanced nursing. 2010;66(6):1356-64.