ASSESSMENT FREQUENCY OF STRESSORS IN CLINICAL EDUCATION OF STUDENTS IN NURSING & MIDWIFERY FACULTY

Ahangarzadeh Rezaei, S and Habibzadeh, H and Esmaeili zabihi, R (2015) ASSESSMENT FREQUENCY OF STRESSORS IN CLINICAL EDUCATION OF STUDENTS IN NURSING & MIDWIFERY FACULTY. The Journal of Urmia Nursing and Midwifery Faculty, 1 (1). pp. 1-8.

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Abstract

Stress is one of the essential problems in clinical education that can be an obstacle on the way of nursing education and affects its efficiency so for preventing its outcomes, stressors should be known and eliminated. The purpose of this study is assessing stressors in clinical education of Nursing & Midwifery students in Urmia. Materials & Methods: In this descriptive correlational study 146 Nursing & Midwifery students were selected via census in Urmia and entered the study with purpose of determining stressors in clinical study. For collect the data two-part questionnaire was used. The first part includes 20 questions related to demo-graphic data and the second part of the researcher-made questionnaire was related to stressors in five domains. Psychometric tools was made by content validity method and reliability test (Cronbach's alpha). Data were analyzed by SPSS (version 16). Descriptive, mean (standard deviation) and inferential statistics (Mann-Whitney & Kruskal-Wallis tests) were used in this study. Results: Participants in the present study were 146 students, 70.5% female and 91.1% single with the average age of 21.32% ± 1.64 years old. 63% were nursing students and 47% were Midwifery students; 78.8% were living in dormitories. The most stressors with order concludes in the domain of humiliating conflicts (reminder of the master in the presence of patient or his family) in the domain of stressors in educational environment( loss of welfare utilities in the department) in the domain of clinical stressors( seeing unwell patients in persecution) in the domain of unpleasant feelings( being worried about transfer of contagious illnesses) and in the domain of interpersonal relationships( being unfair of treatment team about you and other students) Conclusion: According to the results of the present study it seems that determining clinical stressful resources and the ways of confronting it are the most important program in managing the stress of the students to be stable and apprentice in their jobs after graduation. So it is suggested that people in charge of Nursing & Midwifery faculties hold in-service training educational workshops and make committees to make and improve the skills of the masters for reducing the stress of environments

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