Stressors and Coping Strategies as Perceived among Nursing Students during Related Learning Experience (RLE)
Dublin Core
Title
Stressors and Coping Strategies as Perceived among Nursing Students during Related Learning Experience (RLE)
Subject
Curriculum; nurses;nursing students; psychological
adaptation
adaptation
Description
Background: Stress in relation to academic studies is identified to be one of the
reasons behind suicide cases in higher education institutions around the world.
Locally, there is none to less studies that explored this area among nursing students.
As stress is inevitable in nursing students’ Related Learning Experience (RLE),
recognizing the stressors that affect their quality of RLE is necessary.
Purpose: This study aimed to investigate the stressors and coping strategies that
nursing students commonly use in managing stress during their RLE and their
relationship to each other.
Methods: A descriptive correlational research design with total enumeration
sampling was employed. A pilot-tested questionnaire was used to gather data from
191 junior and senior nursing students from two nursing schools in Iligan City.
Weighted mean, standard deviation, percentages, and Spearman rho were used to
analyze the data.
Results: The findings show that the "Clinical Instructor" (Mean=3.01) is perceived
to cause higher stress among all the intrapersonal and interpersonal stressors
identified. Students highly utilize both intrapersonal (Self-Concept Mean=3.75) and
interpersonal strategies (Role Function Mean=4.13, Interdependence Mean=3.46)
to cope with stress. When students’ clinical “skill confusion” increases, they tend to
work less with others (r=-0.259, p=0.000). When “staff nurses” cause them less
stress, their use of positive “self-concept” decreases as well (r=0.152, p=0.035).
Furthermore, when students are stressed with their “Duty-mates,” they rely more
on “physiological” coping mechanisms (r=0.160, p=0.027). When their “clinical
instructor” causes them stress, they cope less with “physiological” (r=-0.237,
p=0.001) and “interdependence” strategies (r=-0.317, p=0.000).
Conclusion: Among all the stressors, clinical instructor causes more stress to the
students. The students’ perceived stressors affect their effective use of intra and
interpersonal coping strategies. Nurse educators, nursing schools and regulating
bodies can consider these results in designing a holistic curriculum and helping
students manage stress healthily.
reasons behind suicide cases in higher education institutions around the world.
Locally, there is none to less studies that explored this area among nursing students.
As stress is inevitable in nursing students’ Related Learning Experience (RLE),
recognizing the stressors that affect their quality of RLE is necessary.
Purpose: This study aimed to investigate the stressors and coping strategies that
nursing students commonly use in managing stress during their RLE and their
relationship to each other.
Methods: A descriptive correlational research design with total enumeration
sampling was employed. A pilot-tested questionnaire was used to gather data from
191 junior and senior nursing students from two nursing schools in Iligan City.
Weighted mean, standard deviation, percentages, and Spearman rho were used to
analyze the data.
Results: The findings show that the "Clinical Instructor" (Mean=3.01) is perceived
to cause higher stress among all the intrapersonal and interpersonal stressors
identified. Students highly utilize both intrapersonal (Self-Concept Mean=3.75) and
interpersonal strategies (Role Function Mean=4.13, Interdependence Mean=3.46)
to cope with stress. When students’ clinical “skill confusion” increases, they tend to
work less with others (r=-0.259, p=0.000). When “staff nurses” cause them less
stress, their use of positive “self-concept” decreases as well (r=0.152, p=0.035).
Furthermore, when students are stressed with their “Duty-mates,” they rely more
on “physiological” coping mechanisms (r=0.160, p=0.027). When their “clinical
instructor” causes them stress, they cope less with “physiological” (r=-0.237,
p=0.001) and “interdependence” strategies (r=-0.317, p=0.000).
Conclusion: Among all the stressors, clinical instructor causes more stress to the
students. The students’ perceived stressors affect their effective use of intra and
interpersonal coping strategies. Nurse educators, nursing schools and regulating
bodies can consider these results in designing a holistic curriculum and helping
students manage stress healthily.
Creator
Geraldine S. Ridad1
, Haniya S. Angintaopan1
, Princess Haniefa Mae K. Ayunan1
, Saipoden M. Manalocon1
, Haniya S. Angintaopan1
, Princess Haniefa Mae K. Ayunan1
, Saipoden M. Manalocon1
Source
https://doi.org/10.14710/nmjn.v14i1.53987
Date
19 March 2024
Contributor
PERI IRAWAN
Format
PDF
Language
ENGLISH
Type
TEXT
Files
Collection
Citation
Geraldine S. Ridad1
, Haniya S. Angintaopan1
, Princess Haniefa Mae K. Ayunan1
, Saipoden M. Manalocon1, “Stressors and Coping Strategies as Perceived among Nursing Students during Related Learning Experience (RLE),” Repository Horizon University Indonesia, accessed February 21, 2026, https://repository.horizon.ac.id/items/show/11223.