An Investigation of Emotional Regulation Difficulties of Nursing Students with Clinical Experience

Year 2021, Volume: 6 Issue: 2, 191 - 200, 05.06.2021

Nihan Altan Sarıkaya , Çisem Taş , Nisa Akgün

https://doi.org/10.26453/otjhs.840812

Cited By: 1

Abstract

Objective: Nursing students experience various emotional difficulties during their academic and clinical experiences as well as social, personal and financial problems during their university education. The purpose of this study is to examine the causes of emotional difficulties and emotional difficulties of nursing students with clinical experience in terms of various variables.
Materials and Methods: The study was conducted with descriptive features with 342 students studying in the 2nd, 3rd and 4th grades of the nursing department of a public university.
Results: It was determined that during the clinical experience, the students experienced emotional difficulties when they experienced the inadequacy based on the lack of professional nursing skills and they did not observe non-professional behaviors among professional groups. A significant difference was found between the students' physical illness, mental illness, psychological help, situations of encountering an important event in their life, and the family's approach and the total score average of the Difficulties in Emotion Regulation Scale (p<0,05).
Conclusion: It was determined that students experienced emotional difficulties and were affected by variables such as gender, physical illness, mental illness, psychological help, situations of encountering an important event in their life, and family approach.

Keywords

Emotion regulation, emotional strain, clinical experience, student nurse

Klinik Deneyim Yaşayan Hemşirelik Öğrencilerinin Duygu Düzenleme Güçlüklerinin İncelenmesi

Abstract

Amaç: Hemşirelik bölümü öğrencileri üniversite eğitimleri sırasında sosyal, kişisel, maddi sorunlar yaşamakla beraber akademik ve klinik deneyimleri sırasında da çeşitli duygusal zorluklar yaşamaktadırlar. Araştırmanın amacı klinik deneyim yaşayan hemşirelik öğrencilerinin duygusal zorlanmalarının nedenleri ve duygu düzenleme güçlüklerinin çeşitli değişkenler açısından incelenmesidir.
Materyal ve Metot: Araştırma bir devlet üniversitesinin hemşirelik bölümünün 2. 3. ve 4. sınıfında okuyan 342 öğrencisi ile tanımlayıcı tipte yürütülmüştür.
Bulgular: Klinik deneyim sırasında öğrencilerin en fazla profesyonel hemşirelik becerisi eksikliğine dayalı yetersizlik hissi yaşadıklarında ve meslek grupları arasında profesyonel olmayan davranışları gözlemlemediklerinde duygusal zorlanma yaşadıkları saptanmıştır. Öğrencilerin fiziksel hastalık, ruhsal hastalık, psikolojik yardım alma, yaşamında önemli bir olayla karşılaşma durumları ve ailenin yaklaşımı ile Duygu Düzenleme Güçlüğü Ölçeği toplam puan ortalaması arasında anlamlı bir fark saptanmıştır (p<0,05).
Sonuç: Öğrencilerin duygusal zorlanmalar yaşadıkları ve cinsiyet, fiziksel hastalık, ruhsal hastalık, psikolojik yardım alma, yaşamında önemli bir olayla karşılaşma durumları ve ailenin yaklaşımı gibi değişkenlerden etkilendiği belirlenmiştir.

Keywords

Duygu düzenleme, duygusal zorlanma, klinik deneyim, öğrenci hemşire

References

• Chan KL, So KW, Fong YT. Hong Kong baccalaureate nursing students' stress and their coping strategies in clinical practice. Journal of Professional Nursing. 2009;25: 307-313. doi:10.1016/j.profnurs.2009.01.018
• Jamshidi N, Molazem Z, Sharif F, Torabizadeh C, Najafi Kalyani M. The challenges of nursing students in the clinical learning environment: A qualitative study. The Scientific World Journal. 2016;5:1-7. doi:10.1155/2016/1846178
• Weurlander M, Lönn A, Seeberger A, Broberger E, Hult H, Wernerson A. How do medical and nursing students experience emotional challenges during clinical placements? International Journal of Medical Education. 2018;9:74-82. doi:10.5116/ijme.5a88.1f80
• Pourafzal F, Seyedfatemi N, Inanloo M, Haghani H. Relationship between perceived stress with resilience among undergraduate nursing students. Hayat. 2013;19(1):41–52.
• Labrague LJ. Stress, stressors, and stress responses of student nurses in a government nursing school. Health Sci J. 2013;7(4):424-435.
• Denham SA, Bassett HH, Wyatt T. The socialization of emotional competence. In: Grusec, JE, ed Handbook of socialization: Theory and research. Guilford Press; 2007:614-637.
• Gillespie SM, Beech AR. Theories of emotion regulation. In Boer DP, Beech AR, Ward T, Craig LA, Rettenberger M, Marshall LE. Eds. The Wiley handbook on the theories, assessment, and treatment of sexual offending. Wiley Blackwell; 2017:123-136.
• Greenberg LS. Emotion-focused therapy: Coaching clients to work through their feelings. Washington; 2002.
• Seli P, Wammes JD, Risko EF, Smilek D. On the relation between motivation and retention in educational contexts: the role of intentional and unintentional mind wandering. Psychon. Bull. Rev. 2016;23:1280-1287. doi:10.3758/s13423-015-0979-0
• Tyng CM, Amin HU, Saad MN, Malik AS. The influences of emotion on learning and memory. Frontiers in psychology. 2017;8:1454-1463. doi:10.3389/fpsyg.2017.01454
• Hascher T. Learning and Emotion: perspectives for theory and research. European Educational Research Journal. 2010;9:13-28. doi:10.2304/eerj.2010.9.1.13
• Sarıtaş Atalar D, Atalay AA. Ergenlik döneminde duygu düzenleme ve ruh sağlığı: Anababanın ve mizacın rolü. Bildik, T, ed. Ergenlik dönemi ve ruhsal bozukluklar, Türkiye Klinikleri. Ankara; 2018:84-90.
• Thompson RA. Emotion regulation: A theme in search of definition. Monogr. Soc. Res. Child Dev. 1994;59:25-52.
• Amstadter A. Emotion regulation and anxiety disorders. Journal of anxiety disorders. 2018;22:211-221. doi:10.1016/j.janxdis.2007.02.004
• Berking M, Poppe C, Luhmann M, et al. Is the association between various emotion-regulation skills and mental health mediated by the ability to modify emotions? Results from two cross-sectional studies. Journal of Behavior Therapy and Experimental Psychiatry. 2012;43:931-997. doi:10.1016/j.jbtep.2011.09.009
• Joormann J, Stanton CH. Examining emotion regulation in depression: A review and future directions. Behaviour Research and Therapy. 2016;86:35-49. doi:10.1016/j.brat.2016.07.007
• Gratz KL, Roemer L. Multidimensional assessment of emotion regulation and dysregulation: Development, factor structure, and initial validation of the Difficulties in Emotion Regulation Scale. J Psychopathol Behav Assess. 2004;26:41-54. doi:10.1023/B:JOBA.0000007455.08539.94
• Yiğit İ, Guzey Yiğit M. Psychometric properties of Turkish version of difficulties in emotion regulation scale-brief form (DERS-16). Current Psychology. 2019;38:1503-1511. doi:10.1007/s12144-017-9712-7
• Blanco-Donoso LM, Garrosa E, Demerouti E, Moreno-Jiménez B. Job resources and recovery experiences to face difficulties in emotion regulation at work: A diary study among nurses. International Journal of Stress Management. 2017;24:107-134. doi:10.1037/str0000023
• Hayward RM, Tuckey MR. Emotions in uniform: How nurses regulate emotion at work via emotional boundaries. Human Relations. 2011;64:1501-1523. doi:10.1177/0018726711419539
• Dubert CJ, Schumacher AM, Locker L, Gutierrez AP, Barnes VA. Mindfulness and emotion regulation among nursing students: Investigating the mediation effect of working memory capacity. Mindfulness. 2016;7:1061-1070. doi:10.1007/s12671-016-0544-6
• Dwyer PA, Revell SMH. Preparing students for the emotional challenges of nursing: An integrative review. Journal of Nursing Education. 2014;54:7-12. doi:10.3928/01484834-20141224-06
• Evgin D, Çalışkan ZI, Caner N. Sağlık yüksekokulu hemşirelik bölümü öğrencilerinin klinik uygulama öncesi kaygı düzeyleri ve stresle başa çıkma tarzları. SDÜ Sağlık Bilimleri Dergisi. 2017;8(3):22-28. doi:10.22312/sdusbed.280540
• Cha NH, Sok SR. Depression, self-esteem and anger expression patterns of Korean nursing students. International Council of Nurses. 2013;1:109-116. doi:10.1111/inr.12076
• Moeller GF, Barratt ES, Dougherty DM, Schmitz JM, Swann AC. Psychiatric aspects of impulsivity. American Journal of Psychiatry. 2001;158(11):1783–1793. doi:10.1176/appi.ajp.158.11.1783
• Agrawal J, Ludwig B, Roy B, Dwivedi Y. Chronic testosterone increases impulsivity and influences the transcriptional activity of the alpha-2a adrenergic receptor signaling pathway in rat brain. Molecular Neurobiology. 2019;56(6):4061-4071. doi:10.1007/s12035-018-1350-z
• Schreiber LR, Grant JE, Odlaug BL. Emotion regulation and impulsivity in young adults. Journal of Psychiatric Research. 2012;46(5):651-658. doi:10.1016/j.jpsychires.2012.02.005
• Morris AS, Criss MM, Silk JS, Houltberg BJ. The impact of parenting on emotion regulation during childhood and adolescence. Child Development Perspectives. 2017;11:233-238. doi:10.1111/cdep.12238
• Appleton AA, Kubzansky LD. Emotion regulation and cardiovascular disease risk. In Gross JJ, ed. Handbook of emotion regulation. The Guilford Press; 2014:596-613.
• Sağlam F, Aslan E, Hurşitoğlu O. Bipolar bozukluk hastalarının ve birinci derece yakınlarının duygu düzenleme güçlükleri. Anadolu Psikiyatri Dergisi. 2020;21(1):30-36. doi:10.5455/apd.36087