Nursing students’ perceptions of and experiences coping with stress in clinical practice

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Abstract
Objectives: Clinical practice is a major component of nursing education wherein significant learning takes place. Nursing students experience stress in clinical practice which can have a negative impact on their learning. Guided by Lazarus and Folkman’s theory of stress and coping, this study explored nursing students’ perceptions of and experiences with coping with stress in clinical practice. Methods: Semi-structured interviews were conducted with ten undergraduate nursing students. Qualitative content analysis was used to analyze the data. Results: The themes of: Learning about self, Knowing self, Value of social support, and Relationships with clinical instructors reflect participants’ descriptions of coping with stress. Students cognitive and behavioral strategies, including reflection, help them understand their stress and decide how to reduce its effects. Conclusions: Supportive and respectful relationships are essential for a student to learn and cope effectively with stressful situations. Implications for improving the clinical instructor’s role to enhance students’ coping with stress in clinical practice are discussed.
Funding Information
  • Manitoba Centre for Nursing and Health Research
  • College of Nursing
  • Rady Faculty of Health Sciences
  • University of Manitoba

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