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Birinci Sınıf Hemşirelik ve Ebelik Öğrencilerine Yapılan Oryantasyon Programının Klinik Stres Üzerine Etkisi

Yıl 2022, Cilt: 5 Sayı: 3, 373 - 384, 05.12.2022
https://doi.org/10.38108/ouhcd.1000053

Öz

Amaç: Bu çalışma, birinci sınıf hemşirelik ve ebelik öğrencilerine uygulanan oryantasyon programının klinik stres üzerine etkisini ve öğrencilerin deneyimlerini belirlemek amacıyla yapılmıştır.
Yöntem: Yarı deneysel ve fenomenolojik türdeki bu çalışmada karma yöntem kullanılmıştır. Çalışmanın evrenini 2018-2019 Bahar Yarıyılında bir üniversitenin hemşirelik ve ebelik bölümündeki birinci sınıf öğrencileri (n=117), örneklemini ise araştırmaya katılmayı kabul eden hemşirelik ve ebelik bölümlerindeki birinci sınıf öğrencileri oluşturmuştur (n=94). Veriler, öğrenci bilgi formu, Klinik Stres Anketi ve öğrencilerin deneyimlerini yazabilecekleri yarı yapılandırılmış form ile toplanmıştır.
Bulgular: Öğrencilerin sosyodemografik ve akademik özellikleri ile klinik stres düzeyleri arasında anlamlı farklılık olduğu, klinik uygulamanın son gününde stres düzeyinin en yüksek olduğu (28.39±6.97) ve aradaki farkın anlamlı olduğu belirlenmiştir (p<.05). Oryantasyon programı sonrasında, klinik stresin Tehdit alt ölçeğinin en düşük (4.97±3.47), klinik stres toplam (28.39±6.97), Zorluk (14.86±4.60), Kayıp (2.65±2.14) ve Fayda (4.78±1.84) alt ölçeklerinin ise klinik uygulamanın son gününde en yüksek olduğu ve gruplar arası farkın anlamlı olduğu görülmüştür (p<.05). Öğrenciler, klinik uygulamanın ilk gününde "yorulduklarını ve heyecanlandıklarını", son gün ise "deneyim kazandıklarını, mesleğe karşı korkularının azaldığını ve heyecanlarını kontrol ettiklerini" belirtmişlerdir.
Sonuç: Bölüm (memnuniyet, isteyerek seçme) ve mezun olunan lisenin öğrencilerin klinik stres düzeyini etkilediği ve oryantasyon programının sadece klinik stres puanının tehdit alt boyutunda azalma sağladığı belirlenmiştir.

Destekleyen Kurum

Yok

Proje Numarası

Yok

Kaynakça

  • Atay S, Yılmaz F. (2011). The first stress levels of the students of vocational higher school of health. Journal of Anatolia Nursing and Health Sciences, 14(4), 32-37.
  • Aydın Kartal Y, Yazici S. (2017). The determination of anxiety and stress levels of midwifery students beginning the first clinical experience and post-experience period. Journal of Health Science and Profession, 4(3), 190-195. https://doi.org/10.17681/hsp.328560
  • Baysan Arabacı L, Akın Korhan E, Tokem Y, Torun R. (2015). Nursing students’ anxiety and stress levels and contributed factors before-during and after first clinical placement. Journal of Hacettepe University Faculty of Nursing, 2(1), 1-16.
  • Bektas H, Terkes N, Özer Z. (2018). Stress and ways of coping among first year nursing students: A Turkish perspective. Journal of Human Sciences, 15(1), 319-330. https://doi.org/10.14687/jhs.v15i1.4626320
  • Chen YW, Hung CH. (2014). Predictors of Taiwanese baccalaureate nursing students’ physio-psycho-social responses during clinical practicum. Nurse Education Today, 34, 73-77. https://doi.org/10.1016/j.nedt.2013.02.021
  • Ciğerci Y, Çevik C, Beştepe G, Küçük İ, Demir Y, Poyraz M. (2016). Determining the perception of clinical nurses about nursing students. International Refereed Journal of Nursing Research, 8, 38-51. https://doi.org/10.17371/UHD.2016823290
  • Ergin E, Çevik K, Pakiş Çetin S. (2018). An investigation of nursing students’ perceptions and coping behaviors of education related stress. Journal of Education and Research in Nursing, 15(1), 16-22. https://doi.org/10.5222/HEAD.2018.016
  • Joolaee S, Amiri SRJ, Farahani MA, Varaei S. (2015). Iranian nursing students' preparedness for clinical training: A qualitative study. Nurse Education Today, 35(10), 13-17. https://doi.org/10.1016/j.nedt.2015.07.026.
  • Levett-Jones T, Pitt V, Courtney-Pratt H, Harbrow G, Rossiter R. (2015). What are the primary concerns of nursing students as they prepare for and contemplate their first clinical placement experience? Nurse Education in Practice, 15(4), 304-309. https://doi.org/10.1016/j.nepr.2015.03.012.
  • Mankan T, Polat H, Cengiz Z, Sevindik F. (2016). The first clinical stress level of the nursing students and the factors affecting. Journal of Health Sciences Inonu University, 5(1), 10-15.
  • McCarthy B, Trace A, O'Donovan M. Brady-Nevin C, Murphy M, O'Shea M, et al. (2018). Nursing and midwifery students' stress and coping during their undergraduate education programmes: An integrative review. Nurse Education Today, 61, 197-209. https://doi.org/10.1016/j.nedt.2017.11.029.
  • Nejad FM, Asadizaker M, Baraz S, Malehi AS. (2019). Investigation of nursing student satisfaction with the first clinical education experience in Universities of Medical Sciences in Iran. Journal of Medicine and Life, 12(1), 75-82. https://doi.org/10.25122/jml-2018-0008.
  • Oktay AA, Gülpak M, Yel F. (2017). The effect on hospital presentation on first clinical stress level on nursing students. International Refereed Journal of Nursing Researches, 10, 101-118. https://doi.org/10.17371/uhd2017.2.06.
  • Pagana KD. (1989). Psychometric Evaluation of Clinical Stress Questionnaire (CSQ). Journal of Nursing Education, 28(4), 169-74.
  • Polat Ş, Ayyıldız Erkan H, Çınar G, Afşar Doğrusöz L. (2018). Opinions of student nurses practicing in clinics of a university hospital about their fields of application. Journal of Health and Nursing Management, 5(2), 64-74. https://doi.org/10.5222/SHYD.2018.064
  • Rafati F, Nouhi E, Sabzehvari S, Dehghan-Nayyeri N. (2017). Iranian nursing students’ experience of stressors in their first clinical experience. Journal of Professional Nursing, 33(3), 250-257. https://doi.org/10.1016/j.profnurs.2016.09.003.
  • Ratanasiripong P, Park JF, Ratanasiripong N, Kathalae D. (2015). Stress and anxiety management in nursing students: Biofeedback and mindfulness meditation. Journal of Nursing Education, 54(9), 520-524. https://doi.org/10.3928/01484834-20150814-07.
  • Sü S, Özlük B, Demirören N. (2018). Effects of mentoring in reducing clinical stress levels of nursing students during experiences in their first clinical practice. Journal of Human Sciences, 15(1), 280-292. https://doi.org/10.14687/jhs.v15i1.4873.
  • Şendir M, Acaroğlu R. (2015). Klinik stres anketinin Türkçe formunun güvenirlik ve geçerliği. Florence Nightingale Journal of Nursing, 14(56), 59-70.
  • Taşdelen S, Zaybak A. (2013). The determination the level of stress of nursing students during their first clinical experience. Florence Nightingale Journal of Nursing, 21(2), 101-106.
  • Tekindal M, Uğuz Arsu Ş. (2020). A review on the scope and process of phenomenological approach as a qualitative research method. Beyond the Horizon of Scientific Journal, 20(1), 153-182.
  • Wolf L, Stidham A, Ross R. (2015). Predictors of stress and coping strategies of US accelerated vs. generic Baccalaureate Nursing students: an embedded mixed methods study. Nurse Education Today, 35(1), 201-5. https://doi.org/10.1016/j.nedt.2014.07.005. PMID: 25127928
  • Yılmaz Esencan T, Doğan Merih Y, Öztürkan Erdek F. (2018). Assessment of the effectiveness of orientation training given to students at hospital. İzmir Katip Çelebi University Faculty of Health Sciences Journal, 3(1), 9-14.
  • Zhao F, Lei X, He W, Gu Y, Li D. (2015). The study of perceived stress, coping strategy and self-efficacy of Chinese undergraduate nursing students in clinical practice. International Journal of Nursing Practice, 21(4), 401-9. https://doi.org/10.1111/ijn.12273.

The Effect of the Orientation Program Performed for First Year Nursing and Midwifery Students on Their Clinical Stress

Yıl 2022, Cilt: 5 Sayı: 3, 373 - 384, 05.12.2022
https://doi.org/10.38108/ouhcd.1000053

Öz

Objective: This study was conducted to determine the effect of an orientation program performed for first year nursing and midwifery students on their clinical stress and to identify their experiences.
Methods: The mixed method was used in this study, quasi-experimental and phenomenological type. The population of the study consisted of first-year students (n=117) in the nursing and midwifery department of a university in the 2018-2019 Spring Semester, and the sample consisted of first year students in the nursing and midwifery departments who agreed to participate in the research (n=94). The data were collected using student information form, Clinical Stress Questionnaire and a semi-structured form in which students could write their experiences.
Results: It was determined that there was a significant difference between the sociodemographic and academic characteristics of the students and their clinical stress levels, the stress level was highest on the last day of clinical practice (28.39±6.97), and the difference was significant (p<.05). After the orientation program, the Threat subscale of clinical stress had the lowest (4.97±3.47), clinical stress total (28.39±6.97), Challenge (14.86±4.60), Loss (2.65±2.14), and Benefit (4.78±1.84) subscales of clinical stress. It was observed that it was the highest on the last day of the application and the difference between the groups was significant (p<.05).The students stated that "they got tired and excited" on the first day of the clinical practice and "they gained experience, their fear toward the profession decreased, and they controlled their excitement" on the last day.
Conclusion: It was determined that the department (satisfaction, willingly choosing) and graduated high school affected the clinical stress level of the students and the orientation program only reduced the threat sub-dimension of the clinical stress score.

Proje Numarası

Yok

Kaynakça

  • Atay S, Yılmaz F. (2011). The first stress levels of the students of vocational higher school of health. Journal of Anatolia Nursing and Health Sciences, 14(4), 32-37.
  • Aydın Kartal Y, Yazici S. (2017). The determination of anxiety and stress levels of midwifery students beginning the first clinical experience and post-experience period. Journal of Health Science and Profession, 4(3), 190-195. https://doi.org/10.17681/hsp.328560
  • Baysan Arabacı L, Akın Korhan E, Tokem Y, Torun R. (2015). Nursing students’ anxiety and stress levels and contributed factors before-during and after first clinical placement. Journal of Hacettepe University Faculty of Nursing, 2(1), 1-16.
  • Bektas H, Terkes N, Özer Z. (2018). Stress and ways of coping among first year nursing students: A Turkish perspective. Journal of Human Sciences, 15(1), 319-330. https://doi.org/10.14687/jhs.v15i1.4626320
  • Chen YW, Hung CH. (2014). Predictors of Taiwanese baccalaureate nursing students’ physio-psycho-social responses during clinical practicum. Nurse Education Today, 34, 73-77. https://doi.org/10.1016/j.nedt.2013.02.021
  • Ciğerci Y, Çevik C, Beştepe G, Küçük İ, Demir Y, Poyraz M. (2016). Determining the perception of clinical nurses about nursing students. International Refereed Journal of Nursing Research, 8, 38-51. https://doi.org/10.17371/UHD.2016823290
  • Ergin E, Çevik K, Pakiş Çetin S. (2018). An investigation of nursing students’ perceptions and coping behaviors of education related stress. Journal of Education and Research in Nursing, 15(1), 16-22. https://doi.org/10.5222/HEAD.2018.016
  • Joolaee S, Amiri SRJ, Farahani MA, Varaei S. (2015). Iranian nursing students' preparedness for clinical training: A qualitative study. Nurse Education Today, 35(10), 13-17. https://doi.org/10.1016/j.nedt.2015.07.026.
  • Levett-Jones T, Pitt V, Courtney-Pratt H, Harbrow G, Rossiter R. (2015). What are the primary concerns of nursing students as they prepare for and contemplate their first clinical placement experience? Nurse Education in Practice, 15(4), 304-309. https://doi.org/10.1016/j.nepr.2015.03.012.
  • Mankan T, Polat H, Cengiz Z, Sevindik F. (2016). The first clinical stress level of the nursing students and the factors affecting. Journal of Health Sciences Inonu University, 5(1), 10-15.
  • McCarthy B, Trace A, O'Donovan M. Brady-Nevin C, Murphy M, O'Shea M, et al. (2018). Nursing and midwifery students' stress and coping during their undergraduate education programmes: An integrative review. Nurse Education Today, 61, 197-209. https://doi.org/10.1016/j.nedt.2017.11.029.
  • Nejad FM, Asadizaker M, Baraz S, Malehi AS. (2019). Investigation of nursing student satisfaction with the first clinical education experience in Universities of Medical Sciences in Iran. Journal of Medicine and Life, 12(1), 75-82. https://doi.org/10.25122/jml-2018-0008.
  • Oktay AA, Gülpak M, Yel F. (2017). The effect on hospital presentation on first clinical stress level on nursing students. International Refereed Journal of Nursing Researches, 10, 101-118. https://doi.org/10.17371/uhd2017.2.06.
  • Pagana KD. (1989). Psychometric Evaluation of Clinical Stress Questionnaire (CSQ). Journal of Nursing Education, 28(4), 169-74.
  • Polat Ş, Ayyıldız Erkan H, Çınar G, Afşar Doğrusöz L. (2018). Opinions of student nurses practicing in clinics of a university hospital about their fields of application. Journal of Health and Nursing Management, 5(2), 64-74. https://doi.org/10.5222/SHYD.2018.064
  • Rafati F, Nouhi E, Sabzehvari S, Dehghan-Nayyeri N. (2017). Iranian nursing students’ experience of stressors in their first clinical experience. Journal of Professional Nursing, 33(3), 250-257. https://doi.org/10.1016/j.profnurs.2016.09.003.
  • Ratanasiripong P, Park JF, Ratanasiripong N, Kathalae D. (2015). Stress and anxiety management in nursing students: Biofeedback and mindfulness meditation. Journal of Nursing Education, 54(9), 520-524. https://doi.org/10.3928/01484834-20150814-07.
  • Sü S, Özlük B, Demirören N. (2018). Effects of mentoring in reducing clinical stress levels of nursing students during experiences in their first clinical practice. Journal of Human Sciences, 15(1), 280-292. https://doi.org/10.14687/jhs.v15i1.4873.
  • Şendir M, Acaroğlu R. (2015). Klinik stres anketinin Türkçe formunun güvenirlik ve geçerliği. Florence Nightingale Journal of Nursing, 14(56), 59-70.
  • Taşdelen S, Zaybak A. (2013). The determination the level of stress of nursing students during their first clinical experience. Florence Nightingale Journal of Nursing, 21(2), 101-106.
  • Tekindal M, Uğuz Arsu Ş. (2020). A review on the scope and process of phenomenological approach as a qualitative research method. Beyond the Horizon of Scientific Journal, 20(1), 153-182.
  • Wolf L, Stidham A, Ross R. (2015). Predictors of stress and coping strategies of US accelerated vs. generic Baccalaureate Nursing students: an embedded mixed methods study. Nurse Education Today, 35(1), 201-5. https://doi.org/10.1016/j.nedt.2014.07.005. PMID: 25127928
  • Yılmaz Esencan T, Doğan Merih Y, Öztürkan Erdek F. (2018). Assessment of the effectiveness of orientation training given to students at hospital. İzmir Katip Çelebi University Faculty of Health Sciences Journal, 3(1), 9-14.
  • Zhao F, Lei X, He W, Gu Y, Li D. (2015). The study of perceived stress, coping strategy and self-efficacy of Chinese undergraduate nursing students in clinical practice. International Journal of Nursing Practice, 21(4), 401-9. https://doi.org/10.1111/ijn.12273.
Toplam 24 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Hemşirelik
Bölüm Araştırma
Yazarlar

Nurhan Doğan 0000-0002-6713-6581

Gonca Üstün 0000-0003-3548-4351

Merve Çayır Yılmaz 0000-0002-8576-4127

Proje Numarası Yok
Erken Görünüm Tarihi 5 Aralık 2022
Yayımlanma Tarihi 5 Aralık 2022
Gönderilme Tarihi 23 Eylül 2021
Yayımlandığı Sayı Yıl 2022 Cilt: 5 Sayı: 3

Kaynak Göster

APA Doğan, N., Üstün, G., & Çayır Yılmaz, M. (2022). The Effect of the Orientation Program Performed for First Year Nursing and Midwifery Students on Their Clinical Stress. Ordu Üniversitesi Hemşirelik Çalışmaları Dergisi, 5(3), 373-384. https://doi.org/10.38108/ouhcd.1000053