Clinical Stress Levels of Senior Nursing Students in The Operating Room And Surgical Inpatient Practices

Yıl 2022, , 1058 - 1065, 27.09.2022

Özlem Bilik , Eda Ayten Kankaya , Aylin Durmaz Edeer

https://doi.org/10.37989/gumussagbil.1050877

Öz

Clinical practices, which have an important place in nursing education, are also a source of stress for the student. To examine the clinical stress levels of senior nursing students in the operating room and surgical clinics. It was descriptive and cross-sectional study and conducted at a university in Turkey, in 2019-2020. In the study, 89 of the senior nursing students took part in the operating room and 81 in the surgical clinics. Quantitative data were collected by sociodemographic clinical characteristics form and the Pagana Clinical Stress Questionnaire. The operating room stress score of the senior nursing students was 27.41±8.75. According to the clinics, there was a significant difference between the clinical stress score of the first day. The highest clinical stress score belonged to the students who practiced in the neurosurgery clinic on the first day and in the ED on the last day. The clinical stress level of students on the last day was higher than the first day. We found that the senior nursing students' stress levels were low on the surgical clinics and the OR. The findings showed that the clinical stress level experienced by the students at the end of their surgical clinical practices was higher than the first day. When planning the clinical placements of nursing students, planning according to the clinics they have applied before and determining the practice goals according to the clinics that students will apply for the first time can reduce the clinical stress of students.

Anahtar Kelimeler

Nursing Education, Nursing Students, Clinical Stress, Clinical Skills, Operating Room

Destekleyen Kurum

-

Proje Numarası

-

Teşekkür

-

Hemşirelik Dördüncü Sınıf Öğrencilerinin Ameliyathane ve Cerrahi Klinik Uygulamalarına Yönelik Klinik Stres Durumlarının İncelenmesi

Öz

Hemşirelik eğitiminde önemli bir yere sahip olan klinik uygulamalar öğrenci için de stres kaynağıdır. Bu çalışmada hemşirelik son sınıf öğrencilerinin ameliyathane ve cerrahi kliniklerindeki klinik stres düzeylerinin incelenmesi amaçlanmıştır. Tanımlayıcı ve kesitsel bir araştırma olup, 2019-2020 yıllarında Türkiye'de bir üniversitede yapılmıştır. Araştırmada hemşirelik son sınıf öğrencilerinin 89'u ameliyathanede, 81'i ise cerrahi kliniklerinde yer almıştır. Nicel veriler sosyodemografik klinik özellikler formu ve Pagana Klinik Stres Anketi ile toplanmıştır. Hemşirelik son sınıf öğrencilerinin ameliyathane stres puanı 27.41±8.75 idi. Kliniklere göre ilk gün klinik stres skorları arasında anlamlı bir fark vardı. En yüksek ilk gün klinik stres puanı beyin cerrahisi kliniğinde ve son gün acil serviste uygulanan öğrencilere aitti. Öğrencilerin son günkü klinik stres düzeyi ilk güne göre daha yüksekti. Hemşirelik son sınıf öğrencilerinin cerrahi kliniklerde ve ameliyathanede stres düzeylerinin düşük olduğunu bulduk. Bulgular, öğrencilerin cerrahi klinik uygulamalarının sonunda yaşadıkları klinik stres düzeyinin ilk güne göre daha yüksek olduğunu göstermiştir. Hemşirelik öğrencilerinin klinik yerleşimleri planlanırken daha önce başvurdukları kliniklere göre planlama yapılması ve uygulama hedeflerinin belirlenmesi öğrencilerin ilk kez başvuracakları kliniklere göre öğrencilerin klinik stresini azaltabilir.

Anahtar Kelimeler

Hemşirelik Eğitimi, Hemşirelik öğrencileri, Klinik Stres, Klinik Beceriler, Ameliyathane

Proje Numarası

-

Kaynakça

• 1. Sharif, F. and Masoumi, S. (2005). “A Qualitative Study of Nursing Student Experiences of Clinical Practice.” BMC Nursing, 4 (1), 6.
• 2. Kaneko, S. and Momino, K. (2015). “Stress Factors And Coping Behaviors in Nursing Students During Fundamental Clinical Training in Japan.” International Journal of Nursing & Clinical Practices, 138
• 3. Moridi, G, Khaledi, S. and Valiee, S. (2014). “Clinical Training Stress-İnducing Factors From The Students' Viewpoint: A Questionnaire-Based Study.” Nurse Education in Practice, 14 (2), 160-163.
• 4. Pulido‐Martos, M, Augusto‐Landa, J.M. and Lopez‐Zafra, E. (2012). “Sources of Stress in Nursing Students: A Systematic Review of Quantitative Studies.” International Nursing Review 59, 15-25.
• 5. Moya Nicolás, M, Larrosa Sánchez, S, López Marín, C, López Rodríguez, I, Morales Ruiz, L. and Simón Gómez, A. (2013). “Stress Perception in Nursing Students Facing Their Clinical Practices.” Enfermeria Global, (31), 244-253.
• 6. Kausar, T, Ali, T.S. and Gul, R.B. (2014). “Associated Factors of Stress Among Nursing Students in Their Clinical Settings.” The Malaysian Journal of Nursing, 5 (2), 20-26.
• 7. Sarıgöl Ordin, Y, Bilik, Ö, Turhan Damar, H. and Çelik, B. (2018). “The Learning Experiences of Nursing Students in Surgical Clinics Reflected İn Reflection Reports.” Journal of Qualitative Research in Education, 6 (3), 106–120.
• 8. Fırat Kılıç, H. (2018). “The Relationship Between Nursing Students’ Educational Stress and Professional Self-Esteem.” Journal of Hacettepe University Faculty of Nursing, 5 (1), 49-59
• 9. Yıldız Fındık, U, Ozbas, A, Cavdar, I, Topcu, S.Y. and Onler, E. (2015). “Assessment of Nursing Students' Stress Levels and Coping Strategies in Operating Room Practice. Nurse Education in Practice, 15 (3), 192-195. https://doi.org/10.1016/j.nepr.2014.11.008
• 10. Yavuz van Giersbergen, M, Ozsaker, E, Dirimese, E. and Okgun Alcan, A. (2016) “The Operating Room Experiences of Nursing Students: A Focus Group Study.” Journal of PeriAnesthesia Nursing, 31 (2), 146-153. https://doi.org/10.1016/j.jopan.2014.11.017
• 11. Raji, M, Firozbakht, M, Bahrami, S, Madmoli, Y. and Bahrami, N. (2016). “Assessment of Clinical Stressful Factors Among Academic Students of Nursing and Operating Room of Dezful University of Medical Sciences.” Community Health, 3 (2), 111-118.
• 12. Sendir, M. and Acaroglu, R. (2008). “Reliability and Validity of Turkish Version of Clinical Stress Questionnaire.” Nurse Education Today, 28 (6), 737-743. https://doi.org/10.1016/j.nedt.2007.11.008
• 13. Jimenez, C, Navia‐Osorio, P.M. and Diaz, C.V. (2010). “Stress and Health in Novice and Experienced Nursing Students”. Journal of Advanced Nursing, 66 (2), 442-455. https://doi.org/10.1111/j.1365-2648.2009.05183.x
• 14. Melincavage, S.M. (2011). “Student Nurses’ Experiences of Anxiety in the Clinical Setting.” Nursing Education Today, 31 (8), 785-789.
• 15. Jabien Labrague, L. (2013). “Stress, Stressors, and Stress Responses of Student Nurses in a Government Nursing School.” Health Science Journal, 7 (4), 424–435.
• 16. Arabacı, L.B, Korhan, E.A, Tokem, Y. and Torun, R. (2015). “Nursing Students’ Anxiety and Stress Levels and Contributed Factors Before-During and After First Clinical Placement.” Hacettepe Üniversitesi Hemşirelik Fakültesi Dergisi, 2 (1), 1-16.
• 17. Ünsal Avdal, E, Aydınoğlu, N. and Kılıç, M. (2014). “Examining the Stress Levels of Nursing Students in Their First Clinical Experience.” International Refereed Journal of Nursing Research, 1 (1), 67–77.
• 18. Mankan, T, Polat, H, Cengiz, Z. and Sevindik, F. (2016). “The First Clinical Stress Level of the Nursing Students and the Factors Affecting.” İnönü University Journal of Health Sciences, 5 (1), 10–15.
• 19. Ab Latif, R. and Nor, M.Z.M. (2019). “Stressors and Coping Strategies during Clinical Practice Among Diploma Nursing Students.” The Malaysian Journal of Medical Sciences: MJMS, 26 (2), 88-98
• 20. Pagana, K.D. (1989). “Psychometric Evaluation of The Clinical Stress Questionnaire (CSQ).” Journal of Nursing Education, 28 (4), 169-174.
• 21. Hayran, M. and Hayran, M. (2011). “Basic Statistics for Health Research.” Art Ofset Printing Publishing Organizaion. Ankara.
• 22. Tomietto, M, Rappagliosi, C.M, Sartori, R. and Battistelli, A. (2014). “Clinical Learning in Nursing Education as a Factor to Enhance Organizational Socialization in Newcomer Nurses.” Journal of Nursing Education and Practice, 4 (8), 1.
• 23. Çakar, M, Yıldırım Şişman, N. and Oruc, D. (2019). “Hemşirelik Öğrencilerinin Klinik Uygulamalarında Karşılaştıkları Sağlık Riskleri.” Dokuz Eylül Üniversitesi Hemşirelik Fakültesi Elektronik Dergisi, 12 (2), 116-125.
• 24. Yılmaz, M, Çeti̇n, Ç, Egeli̇oğlu Ceti̇şli̇, N, Ünsal Avdal, E. and Tokem, Y. (2018) “The Opinions of Nursing Students and Nurses About Internship.” Pamukkale Medical Journal, 11 (3), 329-336.
• 25. Göçmen, Z. (2004). “The Opinions Of Operating Room Nurses About The Content of Operating Room Nursing Oriantation Programme.” Journal of Cumhuriyet University School of Nursing, 8 (1), 12-24.
• 26. Sigsby, L. M. (2008). “A Voluntary Summer Program to Expose Nursing Students to The Perioperative Specialty.” AORN Journal, 88 (4), 609-617. https://doi.org/10.1016/j.aorn.2008.05.021
• 27. Hinton, J. (2016). “An exploration of Operating Department Practice Students' Experiences of Placement Support During Their First Perioperative Clinical Placement.” Nurse Education in Practice, 16 (1), 242-250. https://doi.org/10.1016/j.nepr.2015.09.005
• 28. Tiwaken, S.U, Caranto, L.C. and David, J.J.T. (2015). “The Real World: Lived Experiences of Student Nurses During Clinical Practice.” International Journal of Nursing Science, 5 (2), 66-75.
• 29. Chan, C.K, So, W.K. and Fong, D.Y. (2009). Hong Kong Baccalaureate Nursing Students' Stress and Their Coping Strategies in Clinical Practice. Journal of professional Nursing, 25 (5), 307-313.
• 30. Henderson, A, Cooke, M, Creedy, D.K. and Walker, R. (2012). “Nursing Students' Perceptions of Learning in Practice Environments: A Review.” Nurse Education Today, 32 (3), 299-302.
• 31. Arkan, B, Ordin, Y. and Yılmaz, D. (2018). “Undergraduate Nursing Students' Experience Related to Their Clinical Learning Environment and Factors Affecting to Their Clinical Learning Process.” Nurse Education in Practice, 29, 127-132.
• 32. Akman, G, Baltacı, N, Metin, A, Benli, C.K, Doğan, N. G, Deniz, H.T. and Kulakaç, Ö. (2019) “Nursing Students’ Perceptions of the Clinical Learning Environment.” Samsun Sağlık Bilimleri Dergisi, 4(2), 69-76.
• 33. Evans, W. and Kelly, B. (2004). “Pre-registration Diploma Student Nurse Stress and Coping Measures.” Nurse Education Today, 24 (6), 473-482.