Changes in stress levels and coping strategies among Finnish nursing students.

Nursing students may face significant stress in their clinical learning environment and may use coping strategies to alleviate such stresses. However, little empirical evidence exists about the evolution of such stresses and coping strategies across study years. The aim of this study was to explore changes in stress levels and coping strategies among nursing students in clinical learning environment. Nursing students (N = 131) were followed during their first and second study year. Descriptive statistics and paired sample t-tests were used to measure changes in the variables within the same cohort. Nurse students perceived more stress in their second clinical practice compared to first one, with mean scores of 1.03 and 1.66, respectively. Stress from lack of professional knowledge and skills remained the main stress factor while transference was the main coping strategy across the two study years. Nursing educators should support nursing students to develop effective coping strategies from clinical stressors, especially from stressors such as lack of professional knowledge and skills and prepare their students mentally for clinical placement.

Stress and Coping Among Nursing Students During Clinical Training: An Integrative Review.

BACKGROUND: Nursing students perceive stress during clinical trainings and use various coping strategies to manage it. This integrative review critically appraises previous literature on stress and coping strategies among undergraduate nursing students during clinical training. METHOD: An integrative review procedure was followed. Five electronic databases were searched with various search terms. A total of 1,170 publications were screened, 13 of which were included in the review. RESULTS: Most studies applied a cross-sectional, descriptive approach. Students perceived moderate to high levels of stress during their clinical trainings, with problem solving and transference the most common coping techniques. Teachers and nursing staff were a strong stressor because students felt they were constantly being observed and evaluated. CONCLUSION: The findings may provide guidance for how nursing staff can mentor students during clinical practice and establish a more supportive clinical environment. [J Nurs Educ. 2019;58(5):266-272.].