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Hemşirelik Öğrencilerinin Eğitim Stresi ve Akademik Başarısı: Üç Farklı Eğitim Yönteminin Etkisi

Year 2019, Issue: 2, 250 - 255, 01.08.2019

Nuray Egelioğlu Cetişli Sezer Er Güneri Hatice Mert Elif Ünsal Avdal Yasemin Tokem Hatice Yıldırım Sarı

Abstract

Hemşirelik eğitimi, teorik ve pratik bileşenlerinin yanı sıra çok sayıda stresöre sahiptir. Öğrencilerin stres düzeyleri klinik ortamdan, hemşirelik uygulamalarından, hasta ve ekip üyelerinden etkilenebilir. Bu çalışmanın amacı, üç farklı eğitim yönteminde, hemşirelik öğrencilerinin akademik başarıları üzerine stresin etkisini belirlemektir. Tanımlayıcı ve kesitsel tipteki çalışma, üç üniversitede 571 hemşirelik öğrencisi ile yürütülmüştür. Her üniversitede farklı bir eğitim yöntemi kullanılmaktadır. Veriler, araştırmacılar tarafından Birey Tanıtım Formu ve Hemşirelik Eğitimi Stres Ölçeği kullanılarak toplanmıştır. Eğitim yöntemlerine göre öğrencilerin akademik başarı puan ortalamaları ve akademik stres puanları arasında fark vardır. Entegre model ve Probleme Dayalı Öğrenimde akademik stres ile akademik başarı arasında zayıf ilişki vardır. Probleme Dayalı Öğrenme, stres düzeyini azaltır ve öğrencilerin farklı yeteneklerini gerçekleştirmelerini sağlayarak akademik başarılarını artırır

Keywords

Hemşirelik öğrencileri Hemşirelik eğitimi Akademik başarı Stres

References

  • Aktaş, Y. Y., & Karabulut, N. (2016). A survey on Turkish nursing students’ perception of clinical learning environment and its association with academic motivation and clinical decision making. Nurse Education Today, 36(1), 124–128. doi: 10.1016/j.nedt.2015.08.015
  • Atay, S., & Yilmaz, F. (2011). The first stress levels of the students of vocational higher school of health. Journal of Anatolia Nursing and Health Sciences, 14(4), 32-37.
  • Cónsul-Giribet, M., & Medina-Moya, J. L. (2014). Strengths and weaknesses of problem based learning from the professional perspective of registered nurses. Revista Latino-Americana de Enfermagem, 22(5), 724-730. doi: 10.1590/0104- 1169.3236.2473
  • in UK to analyze the effect of PBL and non-PBL education
  • Pulido-Martos, M., Augusto-Landa, J. M., & Lopez-Zafra, E. (2012). Sources of stress in nursing students: a systematic review of quantitative studies. International Nursing Review, 59(1), 15- 25. doi: 10.1111/j.1466-7657.2011.00939.x
  • Rhead, M. (1995). Stress among student nurses: is it practical or academic? Journal of Clinical Nursing, 4(6), 369–376.
  • Sabanciogullari, S., & Dogan, S. (2012). Ideas concerning school education of the nurses who newly graduated from an integrated school program and their professional identity levels. Florence Nightingale Journal of Nursing, 20(3), 184-192.
  • Salamonson, Y., & Andrew, S. (2006). Academic performance in nursing students: influence of part-time employment, age and ethnicity. Journal of Advanced Nursing, 55(3), 342-349. doi:10.1111/j.1365-2648.2006.03863_1.x
  • Seren, S., & Ustun, B. (2008). Conflict resolution skills of nursing students in problem-based compared to conventional curricula. Nurse Education Today, 28(4), 393–400. doi:10.1016/j.nedt.2007.07.005
  • Seyedfatemi, N., Tafreshi, M., & Hagani, H. (2007). Experienced stressors and coping strategies among Iranian nursing students. BMC Nursing, 13(6). doi: 10.1186/1472-6955-6-11
  • Taşdelen, S., & Zaybak A. (2013). The determination the level of stress of nursing students during their first clinical experience. Florence Nightingale Journal of Nursing, 21(2), 101-106.
  • Timmins, F., Corroon, A. M., Byrne, G., & Mooney, B. (2011). The challenge of contemporary nurse education programmes. Perceived stressors of nursing students: Mental health andrelated lifestyle issues. Journal of Psychiatric and Mental Health Nursing, 18(9), 758-766. doi: 10.1111/j.1365- 2850.2011.01780.x
  • Toraman, A. U., Temel, A. B., Kalkım, A., & Balyacı, Ö. E. (2013). Attitudes and awareness of research among nursing students trained based on classical and integrated education model. DEUHYO ED, 6(3), 132-138.
  • Watson, R., Deary, I., Thompson, D., & Li, G. (2008). A study of stress and burnout in nursing students in Hong Kong: a questionnaire survey. International Journal of Nursing Studies, 45(10), 1534–1542. doi: 10.1016/j.ijnurstu.2007.11.003
  • Wolf, L., Stidham, A. W., & Ross, R. (2015). Predictors of stress and coping strategies of US accelerated vs. generic baccalaureate nursing students: An embedded mixed methods study. Nurse Education Today, 35(1), 201–205. doi: 10.1016/j. nedt.2014.07.005
  • Yalcin, B. M, Karahan, T. F., Karadenizli, D., & Sahin, E. M. (2006). Short-term effects of problem-based learning curriculum on students’ self-directed skills development. Croatian Medical Journal, 47(3), 491-498.
  • Yıldırım, N., Karaca, A., Ankaralı, H., Açıkgöz, F., & Akkuş, D. (2016). Stress experienced by Turkish nursing students and related factors. Clinical and Experimental Health Sciences, 6(3), 121- 128. doi: 10.5152/clinexphealthsci.2016.061 766.
  • Özbıçakçı, S., Gezer, N., & Bilik, Ö. (2015). Comparison of effects of training programs for final year nursing students in Turkey: Differences in self-efficacy with regard to information literacy. Nurse Education Today, 35(2), e73–e77. doi: 10.1016/j. nedt.2014.10.008

Nursing Students’ Education Stress and Academic Achievement: The Impact of Three Different Education Methods

Year 2019, Issue: 2, 250 - 255, 01.08.2019

Nuray Egelioğlu Cetişli Sezer Er Güneri Hatice Mert Elif Ünsal Avdal Yasemin Tokem Hatice Yıldırım Sarı

Abstract

Nursing education has both theoretical and practical components as well as many stressors. The stress levels of students might be affected by clinical environment, nursing practices, patients, and team members. The aim of this study was to determine the effect of stress on nursing students’ academic achievement related to three different education methods. A descriptive and cross-sectional study was conducted with 571 nursing students at three universities. A different education method was used at each university. Data were collected by researchers using the Individual Identity Form and Stress in Nursing Education Questionnaire. According to the education methods, there is a difference between the academic achievement mean score and the academic stress score of the students. Academic stress was weakly correlated with academic achievement in the integrated model and Problem Based Learning. Problem Based Learning decreases stress level and increases the academic achievements of students by enabling them to realize the different capabilities of the study

Keywords

Nursing students Nursing education Academic achievement Stress

References

  • Aktaş, Y. Y., & Karabulut, N. (2016). A survey on Turkish nursing students’ perception of clinical learning environment and its association with academic motivation and clinical decision making. Nurse Education Today, 36(1), 124–128. doi: 10.1016/j.nedt.2015.08.015
  • Atay, S., & Yilmaz, F. (2011). The first stress levels of the students of vocational higher school of health. Journal of Anatolia Nursing and Health Sciences, 14(4), 32-37.
  • Cónsul-Giribet, M., & Medina-Moya, J. L. (2014). Strengths and weaknesses of problem based learning from the professional perspective of registered nurses. Revista Latino-Americana de Enfermagem, 22(5), 724-730. doi: 10.1590/0104- 1169.3236.2473
  • in UK to analyze the effect of PBL and non-PBL education
  • Pulido-Martos, M., Augusto-Landa, J. M., & Lopez-Zafra, E. (2012). Sources of stress in nursing students: a systematic review of quantitative studies. International Nursing Review, 59(1), 15- 25. doi: 10.1111/j.1466-7657.2011.00939.x
  • Rhead, M. (1995). Stress among student nurses: is it practical or academic? Journal of Clinical Nursing, 4(6), 369–376.
  • Sabanciogullari, S., & Dogan, S. (2012). Ideas concerning school education of the nurses who newly graduated from an integrated school program and their professional identity levels. Florence Nightingale Journal of Nursing, 20(3), 184-192.
  • Salamonson, Y., & Andrew, S. (2006). Academic performance in nursing students: influence of part-time employment, age and ethnicity. Journal of Advanced Nursing, 55(3), 342-349. doi:10.1111/j.1365-2648.2006.03863_1.x
  • Seren, S., & Ustun, B. (2008). Conflict resolution skills of nursing students in problem-based compared to conventional curricula. Nurse Education Today, 28(4), 393–400. doi:10.1016/j.nedt.2007.07.005
  • Seyedfatemi, N., Tafreshi, M., & Hagani, H. (2007). Experienced stressors and coping strategies among Iranian nursing students. BMC Nursing, 13(6). doi: 10.1186/1472-6955-6-11
  • Taşdelen, S., & Zaybak A. (2013). The determination the level of stress of nursing students during their first clinical experience. Florence Nightingale Journal of Nursing, 21(2), 101-106.
  • Timmins, F., Corroon, A. M., Byrne, G., & Mooney, B. (2011). The challenge of contemporary nurse education programmes. Perceived stressors of nursing students: Mental health andrelated lifestyle issues. Journal of Psychiatric and Mental Health Nursing, 18(9), 758-766. doi: 10.1111/j.1365- 2850.2011.01780.x
  • Toraman, A. U., Temel, A. B., Kalkım, A., & Balyacı, Ö. E. (2013). Attitudes and awareness of research among nursing students trained based on classical and integrated education model. DEUHYO ED, 6(3), 132-138.
  • Watson, R., Deary, I., Thompson, D., & Li, G. (2008). A study of stress and burnout in nursing students in Hong Kong: a questionnaire survey. International Journal of Nursing Studies, 45(10), 1534–1542. doi: 10.1016/j.ijnurstu.2007.11.003
  • Wolf, L., Stidham, A. W., & Ross, R. (2015). Predictors of stress and coping strategies of US accelerated vs. generic baccalaureate nursing students: An embedded mixed methods study. Nurse Education Today, 35(1), 201–205. doi: 10.1016/j. nedt.2014.07.005
  • Yalcin, B. M, Karahan, T. F., Karadenizli, D., & Sahin, E. M. (2006). Short-term effects of problem-based learning curriculum on students’ self-directed skills development. Croatian Medical Journal, 47(3), 491-498.
  • Yıldırım, N., Karaca, A., Ankaralı, H., Açıkgöz, F., & Akkuş, D. (2016). Stress experienced by Turkish nursing students and related factors. Clinical and Experimental Health Sciences, 6(3), 121- 128. doi: 10.5152/clinexphealthsci.2016.061 766.
  • Özbıçakçı, S., Gezer, N., & Bilik, Ö. (2015). Comparison of effects of training programs for final year nursing students in Turkey: Differences in self-efficacy with regard to information literacy. Nurse Education Today, 35(2), e73–e77. doi: 10.1016/j. nedt.2014.10.008
There are 18 citations in total.

Details

Primary Language English
Journal Section Research Article
Authors

Nuray Egelioğlu Cetişli This is me

Sezer Er Güneri This is me

Hatice Mert This is me

Elif Ünsal Avdal This is me

Yasemin Tokem This is me

Hatice Yıldırım Sarı This is me

Publication Date August 1, 2019
Published in Issue Year 2019 Issue: 2

Cite

APA Egelioğlu Cetişli, N., Er Güneri, S., Mert, H., Ünsal Avdal, E., et al. (2019). Nursing Students’ Education Stress and Academic Achievement: The Impact of Three Different Education Methods. Yükseköğretim Ve Bilim Dergisi(2), 250-255.
AMA Egelioğlu Cetişli N, Er Güneri S, Mert H, Ünsal Avdal E, Tokem Y, Yıldırım Sarı H. Nursing Students’ Education Stress and Academic Achievement: The Impact of Three Different Education Methods. J Higher Edu Sci. August 2019;(2):250-255.
Chicago Egelioğlu Cetişli, Nuray, Sezer Er Güneri, Hatice Mert, Elif Ünsal Avdal, Yasemin Tokem, and Hatice Yıldırım Sarı. “Nursing Students’ Education Stress and Academic Achievement: The Impact of Three Different Education Methods”. Yükseköğretim Ve Bilim Dergisi, no. 2 (August 2019): 250-55.
EndNote Egelioğlu Cetişli N, Er Güneri S, Mert H, Ünsal Avdal E, Tokem Y, Yıldırım Sarı H (August 1, 2019) Nursing Students’ Education Stress and Academic Achievement: The Impact of Three Different Education Methods. Yükseköğretim ve Bilim Dergisi 2 250–255.
IEEE N. Egelioğlu Cetişli, S. Er Güneri, H. Mert, E. Ünsal Avdal, Y. Tokem, and H. Yıldırım Sarı, “Nursing Students’ Education Stress and Academic Achievement: The Impact of Three Different Education Methods”, J Higher Edu Sci, no. 2, pp. 250–255, August 2019.
ISNAD Egelioğlu Cetişli, Nuray et al. “Nursing Students’ Education Stress and Academic Achievement: The Impact of Three Different Education Methods”. Yükseköğretim ve Bilim Dergisi 2 (August 2019), 250-255.
JAMA Egelioğlu Cetişli N, Er Güneri S, Mert H, Ünsal Avdal E, Tokem Y, Yıldırım Sarı H. Nursing Students’ Education Stress and Academic Achievement: The Impact of Three Different Education Methods. J Higher Edu Sci. 2019;:250–255.
MLA Egelioğlu Cetişli, Nuray et al. “Nursing Students’ Education Stress and Academic Achievement: The Impact of Three Different Education Methods”. Yükseköğretim Ve Bilim Dergisi, no. 2, 2019, pp. 250-5.
Vancouver Egelioğlu Cetişli N, Er Güneri S, Mert H, Ünsal Avdal E, Tokem Y, Yıldırım Sarı H. Nursing Students’ Education Stress and Academic Achievement: The Impact of Three Different Education Methods. J Higher Edu Sci. 2019(2):250-5.