Exploring Educational Stress and Competence of Intern Nurses' Following Two Years of Online Education: A Cross-Sectional Study
Öz
Objective: This study aimed to explore the educational stress and competence of intern nurses following two years of online education.
Method: A descriptive cross-sectional study was conducted with 198 intern nurses at a university in South of Türkiye. The data was collected using the Participant Information Form, the Nursing Education Stress Scale and the Competency Inventory of Nursing Students. Statistical analysis was performed using SPSS version 23.0.
Results: The three stressful situations during their education process were ‘watching a patient suffer’, ‘fear of making mistake in caring for a patient’ and ‘having to study after a day’s work’. The mean score of competence was good to very good. Female intern nurses have higher scores on the ethics and accountability sub-dimensions. Intern nurses who are satisfied with their profession, find their profession compatible with their personality, and have a positive perception of their communication skills have higher competence scores. The perception of clinical biomedical science competence tends to increase at a low level as intern nurses' education stress levels decrease.
Conclusion: This study underscores the importance of addressing stress and promoting competence in nursing education. By providing students with tools and resources to manage stress effectively and by fostering a supportive learning environment, nursing education programs can better prepare students for their future roles as healthcare professionals.
Anahtar Kelimeler
Kaynakça
- Akkaya G, Babacan Gümüş A, Akkuş Y. (2018). Determining the factors affecting the education stress of nursing students. Journal of Education and Research in Nursing, 15, 202-208.
- Aloufi M.A, Jarden RJ, Gerdtz MF, Kapp S. (2021). Reducing stress, anxiety and depression in undergraduate nursing students: Systematic review. Nurse Education Today, 102, 104877.
- Aslan H, Pekince H. (2021). Nursing students' views on the COVID‐19 pandemic and their percieved stress levels. Perspectives in Psychiatric Care, 57, 695-701.
- Ayaz-Alkaya S, Simones J. (2022). Nursing education stress and coping behaviors in Turkish and the United States nursing students: A descriptive study. Nurse Education in Practice, 59, 103292.
- Barisone M, Ghirotto L, Busca E, Crescitelli MED, Casalino M, Chilin G, Milani S, Sanvito P, Suardi B, Follenzi A. (2022). Nursing students’ clinical placement experiences during the Covid-19 pandemic: A phenomenological study. Nurse Education in Practice, 59, 103297.
- Carnesten H, Wiklund Gustin L, Skoglund K, von Heideken Wågert P. (2023). Caring through barriers—Newly graduated registered nurses' lived experiences in emergency departments during the COVID‐19 pandemic. Journal of Advanced Nursing, 79(6), 2269-2279.
- Chung SK, Kim J, Bhandari P. (2023). Factors Related to Clinical Competence among Graduating Nursing Students during the COVID-19 Pandemic: A Cross-Sectional Study. Journal of Korean Academy of Nursing, 53, 145-154.
- Ergezen FD, Akcan A, Kol E. (2022). Nursing students’ expectations, satisfaction, and perceptions regarding clinical learning environment: A cross-sectional, profile study from Turkey. Nurse Education in Practice, 61, 103333.
- Flinkman M, Leino-Kilpi H, Numminen O, Jeon Y, Kuokkanen L, Meretoja R. (2017). Nurse Competence Scale: a systematic and psychometric review. Journal of Advanced Nursing, 73, 1035-1050.
- Forsman H, Jansson I, Leksell J, Lepp M, Andersson CS, Engstrom M, Nilsson J. (2020). Clusters of competence: Relationship between self-reported professional competence and achievement on a national examination among graduating nursing students. Journal of Advanced Nursing, 76, 199-208.