Öz
Objective: This study was conducted to determine the relationship between the sources of stress experienced by nursing students and the social support they perceived.
Methods: This descriptive and cross-sectional study was conducted between May 6 and June 24, 2019 in the Faculty of Health Sciences of two universities in the Eastern Anatolia and Central Anatolia Regions. The universe of the research consisted of all nursing students (N=1117) studying in the spring semester of 2018-2019 academic year. The study was carried out with a total of 860 (76.9%) students who agreed to attend. Data was collected using “The Student Personal Information Form” (SPIF), “The Stressors In Students Scale” (SIS) and “The Multidimensional Scale of Perceived Social Support” (MSPSS). The Mann-Whitney U, Kruskal Wallis-H test and Spearman correlation were used for data analysis.
Results: While the SIS total score mean of the students was 33.58±7.60, the MSPSS total score mean was found to be 60.68±14.02. It was determined that among the nursing students, those with good family income and those who receive support from their family in the face of problems had a significantly lower mean score on SIS, and a mean score on MSPSS significantly higher (p<0.05). It was determined that the mean score of SIS was significantly higher for those who defined their personality structure as nervous, and MSPSS for those who defined it as self-confident (p<0.05). No relationship was found between the SIS and MSPSS scores of the students (p=0.912, r=-0.004).
Conclusion: In this study, it was determined that both the sources of stress and the perceived social support of nursing students were above the mean. No relationship was found between the sources of stress and the perceived social support of nursing students.
Anahtar Kelimeler
Kaynakça
- Akansel N, Watson R, Palloş A. (2021). Validity and reliability of the Turkish version of stressors in nursing students scale. Perspectives in Psychiatric Care, 1–7.
- Aktürk U, Budak F. (2019). The correlation between the perceived social support of nursing students and smartphone addiction. International Journal of Caring Sciences, 12(3), 1825-1836.
- Alorani OI, Alradaydeh MF. (2018). Spiritual well-being, perceived social support, and life satisfaction among university students. International Journal of Adolescence and Youth, 23(3), 291–298.
- Alsaqri SH. (2017). Stressors and coping strategies of the Saudi nursing students in the clinical training: a cross-sectional study. Hindawi Education Research International, 1-8.
- Alsubaie MM, Stain HJ, Webster LAD, Wadman R. (2019). The role of sources of social support on depression and quality of life for university students. International Journal of Adolescence and Youth, 24(4), 484–496.
- Babakova L. (2019). Development of the academic stressors scale for Bulgarian university students. Eurasian Journal of Educational Research, 81, 115-128.
- Banovcinova A, Levicka K. (2015). The impact of the financial income on the family communication. Revista Romaneasca pentru Educatie Multidimensionala, 7(2), 35-46.
- Chaabane S, Chaabna K, Bhagat S, Abraham A, Doraiswamy S, Mamtani R ve ark. (2021). Perceived stress, stressors, and coping strategies among nursing students in the Middle East and North Africa: an overview of systematic reviews. Systematic Reviews, 10, 136, 1-17.
- De Almeida LY, Carrer MO, de Souza J, Pillon SC. (2018). Evaluation of social support and stress in nursing students. Revista da Escola de Enfermagem da USP, 52, e03405, 1-8.
- Demiray A, Akın Korhan E, Hakverdioğlu Yönt G, Bayraktar D, Khorshid L. (2017). The reliability of the Turkish version of the stressors in students scale. International Journal of Caring Sciences, 10(3), 1360-1367.
- Demiray A, Keskin Kızıltepe S, Açıl A, İlaslan N. (2021). Hemşirelik öğrencilerinin stres kaynaklarının belirlenmesi. Journal of Education and Research in Nursing, 18(1), 10-17.
- Dikmen Y, Yılmaz D, Yıldırım Usta Y. (2017). Hemşirelik öğrencilerinde algılanan sosyal destek ile boyun eğici davranışlar arasındaki ilişkinin incelenmesi. European Journal of Therapeutics 23, 12-18.
- Dil S, Aykanat Girgin B. (2016). Hemşirelik Öğrencilerinin öfke, umutsuzluk, stresle baş etme düzeyleri ile sosyal destek algıları arasındaki ilişkinin incelenmesi. Psikiyatri Hemşireliği Dergisi, 7(3), 121–128.
- Doğan İF. (2019). Algılanan sosyal destek ile yaşam tatmini ve özgüven ilişkisi: göçmenler üzerinde bir araştırma. OPUS–Uluslararası Toplum Araştırmaları Dergisi, 12 (18. UİK Özel Sayısı), 586-606.
- Eker D, Arkar H, Yaldız H. (2001). Çok Boyutlu Algılanan Sosyal Destek Ölçeğinin gözden geçirilmiş formunun faktör yapısı, geçerlik ve güvenirliği. Türk Psikiyatri Dergisi, 12(1), 17-25.
- Hisli Şahin N, Güler M, Basım HN. (2009). A tipi kişilik örüntüsünde bilişsel ve duygusal zekânın stresle başa çıkma ve stres belirtileri ile ilişkisi. Türk Psikiyatri Dergisi, 20(3), 243-254.
- Ismaile S. (2017). Perceived clinical stressors among Saudi nursing students. Open Journal of Nursing, 7, 463-472.
- Jun WH, Lee G. (2017a). Comparing anger, anger expression, life stress and social support between Korean female nursing and general university students. Journal of Advanced Nursing, 73, 2914-2922.
- Jun WH, Lee G. (2017b). The role of ego-resiliency in the relationship between social anxiety and problem solving ability among South Korean nursing students. Nurse Education Today, 49, 17-21.
- Jun WH, Yang J, Lee EJ. (2018). The mediating effects of social support and a grateful disposition on the relationship between life stress and anger in Korean nursing students. Asian Nursing Research, 12, 197-202.
- Karaca A, Yıldırım N, Ankaralı H, Açıkgöz F, Akkuş D. (2017). Hemşirelik öğrencilerinin algılanan klinik stres düzeyi, stres cevapları ve başetme davranışları. Psikiyatri Hemşireliği Dergisi, 8(1), 32-39.
- Khademian F, Aslani A, Ravangard R, Nami M, Abbasi S, Bastani P. (2021). Iranian University students’ stressors and coping strategies: a qualitative study. Journal of Education and Health Promotion 10, 244, 1-10.
- Labrague LJ, McEnroe-Petitte DM, Papathanasiou IV, Edet OB, Tsaras K, Leocadio MC ve ark. (2018). Stress and coping strategies among nursing students: an international study, Journal of Mental Health, 27(5), 402-408.
- Labrague LJ. (2013). Stress, stressors, and stress responses of student nurses in a government nursing school. Health Science Journal, 7(4), 424-435.
- Parkes A, Sweeting H, Wight D. (2015). Parenting stress and parent support among mothers with high and low education. Journal of Family Psychology, 1-12.
- Rafati F, Nouhi E, Sabzehvari S, Dehghan-Nayyeri N. (2017). İranian nursing students' experience of stressors in their first clinical experience. Journal of Professional Nursing, 33(3), 250–257.
- Ribeiro FMSS, Mussi FC, Pires CGS, Silva RM, Macedo TTS, Santos CAST. (2020). Stress level among undergraduate nursing students related to the training phase and sociodemographic factors. Revista Latino-Americana de Enfermagem, 28, e3209, 1-11.
- Salamonson Y, Andrew S, Watson R, Teo ST, Deary IJ. (2011). The SIS scale: development, reliability, and validity. Journal of Clinical Nursing, 20, 2078-2080.
- Suarez Garcia JM, Maestro Gonzalez A, Zuazua Rico D, Sánchez Zaballos M, Mosteiro Diaz MP. (2018). Stressors for Spanish nursing students in clinical practice. Nurse Education Today, 64, 16–20.
- Üstündağ H, Bostancı Z, Aydoğan B. (2019). Hemşirelik öğrencilerinin stresle başetme düzeyleri ile algıladıkları sosyal destek arasındaki ilişki. Sağlık Bilimleri ve Meslekleri Dergisi, 6(1), 74-83.
- Vungkhanching M, Tonsing JC, Tonsing KN. (2016). Psychological distress, coping and perceived social support in social work students. British Journal of Social Work, 1–15.
- Wu CS, Rong JR, Huang MZ. (2021). Factors associated with perceived stress of clinical practice among associate degree nursing students in Taiwan. BMC Nursing, 20, 89, 1-12.
- Yıldırım N, Karaca A, Cangur S, Acıkgoz F, Akkus D. (2017). The relationship between educational stress, stress coping, self-esteem, social support, and health status among nursing students in Turkey: a structural equation modeling approach. Nurse Education Today, 48, 33-39.
- Zamani-Alavijeh F, Dehkordi FR, Shahry P. (2017). Perceived social support among students of medical sciences. Electronic Physician, 9(6), 4479-4488.
- Zhang M, Zhang J, Zhang F, Zhang L, Feng D. (2018). Prevalence of psychological distress and the effects of resilience and perceived social support among Chinese college students: does gender make a difference? Psychiatry Research, 267, 409-413.
- Zimet GD, Dahlem NW, Zimet SG, Farley GK. (1988). The Multidimensional Scale of Perceived Social Support. Journal of Personality Assessment, 52, 30-41.
Öz
Amaç: Bu çalışma hemşirelik öğrencilerinin yaşadığı stres kaynakları ile algıladıkları sosyal destek arasındaki ilişkiyi belirlemek amacıyla yapılmıştır.
Yöntem: Tanımlayıcı ve kesitsel tipteki bu çalışma, 6 Mayıs-24 Haziran 2019 tarihleri arasında İç Anadolu ve Doğu Anadolu Bölgesi’nde bulunan iki üniversitenin Sağlık Bilimleri Fakültesi’nde yapılmıştır. Araştırmanın evrenini, 2018-2019 öğretim yılı bahar döneminde okuyan tüm hemşirelik öğrencileri (N=1117) oluşturmuştur. Çalışma, katılmayı kabul eden toplam 860 (%76.9) öğrenci ile gerçekleştirilmiştir. Veriler, “Öğrenci Kişisel Bilgi Formu” (ÖKBF), “Öğrenci Stresör Ölçeği” (ÖSÖ) ve “Çok Boyutlu Algılanan Sosyal Destek Ölçeği” (ÇBASDÖ) kullanılarak edinilmiştir. Verilerin analizinde Mann-Whitney U testi, Kruskal Wallis-H testi ve Spearman korelasyon uygulanmıştır.
Bulgular: Öğrencilerin ÖSÖ toplam puan ortalaması 33.58±7.60 iken, ÇBASDÖ toplam puan ortalaması 60.68±14.02 olarak bulunmuştur. Hemşirelik öğrencilerinden ailesinin gelir durumu iyi olanlarda ve sorunlar karşısında ailesinden destek alanlarda ÖSÖ puan ortalaması anlamlı derecede daha düşük, ÇBASDÖ puan ortalaması ise anlamlı derecede daha yüksek olduğu belirlenmiştir (p<0.05). Kişilik yapısını sinirli/agresif olarak tanımlayanlarda ÖSÖ, özgüvenli olarak tanımlayanlarda ÇBASDÖ puan ortalamasının anlamlı derecede daha yüksek olduğu belirlenmiştir (p<0.05). Öğrencilerin ÖSÖ ve ÇBASDÖ puanları arasında ilişki bulunmamıştır (p=0.912, r=-0.004).
Sonuç: Bu çalışmada hemşirelik öğrencilerinin hem stres kaynaklarının hem de algıladıkları sosyal desteğin ortalamanın üzerinde olduğu saptanmıştır. Hemşirelik öğrencilerinin yaşadığı stres kaynakları ile algıladıkları sosyal destek arasında ilişki saptanmamıştır.
Anahtar Kelimeler
Destekleyen Kurum
yoktur
Teşekkür
Çalışmaya katılan öğrenci hemşirelere teşekkür ederiz.
Kaynakça
- Akansel N, Watson R, Palloş A. (2021). Validity and reliability of the Turkish version of stressors in nursing students scale. Perspectives in Psychiatric Care, 1–7.
- Aktürk U, Budak F. (2019). The correlation between the perceived social support of nursing students and smartphone addiction. International Journal of Caring Sciences, 12(3), 1825-1836.
- Alorani OI, Alradaydeh MF. (2018). Spiritual well-being, perceived social support, and life satisfaction among university students. International Journal of Adolescence and Youth, 23(3), 291–298.
- Alsaqri SH. (2017). Stressors and coping strategies of the Saudi nursing students in the clinical training: a cross-sectional study. Hindawi Education Research International, 1-8.
- Alsubaie MM, Stain HJ, Webster LAD, Wadman R. (2019). The role of sources of social support on depression and quality of life for university students. International Journal of Adolescence and Youth, 24(4), 484–496.
- Babakova L. (2019). Development of the academic stressors scale for Bulgarian university students. Eurasian Journal of Educational Research, 81, 115-128.
- Banovcinova A, Levicka K. (2015). The impact of the financial income on the family communication. Revista Romaneasca pentru Educatie Multidimensionala, 7(2), 35-46.
- Chaabane S, Chaabna K, Bhagat S, Abraham A, Doraiswamy S, Mamtani R ve ark. (2021). Perceived stress, stressors, and coping strategies among nursing students in the Middle East and North Africa: an overview of systematic reviews. Systematic Reviews, 10, 136, 1-17.
- De Almeida LY, Carrer MO, de Souza J, Pillon SC. (2018). Evaluation of social support and stress in nursing students. Revista da Escola de Enfermagem da USP, 52, e03405, 1-8.
- Demiray A, Akın Korhan E, Hakverdioğlu Yönt G, Bayraktar D, Khorshid L. (2017). The reliability of the Turkish version of the stressors in students scale. International Journal of Caring Sciences, 10(3), 1360-1367.
- Demiray A, Keskin Kızıltepe S, Açıl A, İlaslan N. (2021). Hemşirelik öğrencilerinin stres kaynaklarının belirlenmesi. Journal of Education and Research in Nursing, 18(1), 10-17.
- Dikmen Y, Yılmaz D, Yıldırım Usta Y. (2017). Hemşirelik öğrencilerinde algılanan sosyal destek ile boyun eğici davranışlar arasındaki ilişkinin incelenmesi. European Journal of Therapeutics 23, 12-18.
- Dil S, Aykanat Girgin B. (2016). Hemşirelik Öğrencilerinin öfke, umutsuzluk, stresle baş etme düzeyleri ile sosyal destek algıları arasındaki ilişkinin incelenmesi. Psikiyatri Hemşireliği Dergisi, 7(3), 121–128.
- Doğan İF. (2019). Algılanan sosyal destek ile yaşam tatmini ve özgüven ilişkisi: göçmenler üzerinde bir araştırma. OPUS–Uluslararası Toplum Araştırmaları Dergisi, 12 (18. UİK Özel Sayısı), 586-606.
- Eker D, Arkar H, Yaldız H. (2001). Çok Boyutlu Algılanan Sosyal Destek Ölçeğinin gözden geçirilmiş formunun faktör yapısı, geçerlik ve güvenirliği. Türk Psikiyatri Dergisi, 12(1), 17-25.
- Hisli Şahin N, Güler M, Basım HN. (2009). A tipi kişilik örüntüsünde bilişsel ve duygusal zekânın stresle başa çıkma ve stres belirtileri ile ilişkisi. Türk Psikiyatri Dergisi, 20(3), 243-254.
- Ismaile S. (2017). Perceived clinical stressors among Saudi nursing students. Open Journal of Nursing, 7, 463-472.
- Jun WH, Lee G. (2017a). Comparing anger, anger expression, life stress and social support between Korean female nursing and general university students. Journal of Advanced Nursing, 73, 2914-2922.
- Jun WH, Lee G. (2017b). The role of ego-resiliency in the relationship between social anxiety and problem solving ability among South Korean nursing students. Nurse Education Today, 49, 17-21.
- Jun WH, Yang J, Lee EJ. (2018). The mediating effects of social support and a grateful disposition on the relationship between life stress and anger in Korean nursing students. Asian Nursing Research, 12, 197-202.
- Karaca A, Yıldırım N, Ankaralı H, Açıkgöz F, Akkuş D. (2017). Hemşirelik öğrencilerinin algılanan klinik stres düzeyi, stres cevapları ve başetme davranışları. Psikiyatri Hemşireliği Dergisi, 8(1), 32-39.
- Khademian F, Aslani A, Ravangard R, Nami M, Abbasi S, Bastani P. (2021). Iranian University students’ stressors and coping strategies: a qualitative study. Journal of Education and Health Promotion 10, 244, 1-10.
- Labrague LJ, McEnroe-Petitte DM, Papathanasiou IV, Edet OB, Tsaras K, Leocadio MC ve ark. (2018). Stress and coping strategies among nursing students: an international study, Journal of Mental Health, 27(5), 402-408.
- Labrague LJ. (2013). Stress, stressors, and stress responses of student nurses in a government nursing school. Health Science Journal, 7(4), 424-435.
- Parkes A, Sweeting H, Wight D. (2015). Parenting stress and parent support among mothers with high and low education. Journal of Family Psychology, 1-12.
- Rafati F, Nouhi E, Sabzehvari S, Dehghan-Nayyeri N. (2017). İranian nursing students' experience of stressors in their first clinical experience. Journal of Professional Nursing, 33(3), 250–257.
- Ribeiro FMSS, Mussi FC, Pires CGS, Silva RM, Macedo TTS, Santos CAST. (2020). Stress level among undergraduate nursing students related to the training phase and sociodemographic factors. Revista Latino-Americana de Enfermagem, 28, e3209, 1-11.
- Salamonson Y, Andrew S, Watson R, Teo ST, Deary IJ. (2011). The SIS scale: development, reliability, and validity. Journal of Clinical Nursing, 20, 2078-2080.
- Suarez Garcia JM, Maestro Gonzalez A, Zuazua Rico D, Sánchez Zaballos M, Mosteiro Diaz MP. (2018). Stressors for Spanish nursing students in clinical practice. Nurse Education Today, 64, 16–20.
- Üstündağ H, Bostancı Z, Aydoğan B. (2019). Hemşirelik öğrencilerinin stresle başetme düzeyleri ile algıladıkları sosyal destek arasındaki ilişki. Sağlık Bilimleri ve Meslekleri Dergisi, 6(1), 74-83.
- Vungkhanching M, Tonsing JC, Tonsing KN. (2016). Psychological distress, coping and perceived social support in social work students. British Journal of Social Work, 1–15.
- Wu CS, Rong JR, Huang MZ. (2021). Factors associated with perceived stress of clinical practice among associate degree nursing students in Taiwan. BMC Nursing, 20, 89, 1-12.
- Yıldırım N, Karaca A, Cangur S, Acıkgoz F, Akkus D. (2017). The relationship between educational stress, stress coping, self-esteem, social support, and health status among nursing students in Turkey: a structural equation modeling approach. Nurse Education Today, 48, 33-39.
- Zamani-Alavijeh F, Dehkordi FR, Shahry P. (2017). Perceived social support among students of medical sciences. Electronic Physician, 9(6), 4479-4488.
- Zhang M, Zhang J, Zhang F, Zhang L, Feng D. (2018). Prevalence of psychological distress and the effects of resilience and perceived social support among Chinese college students: does gender make a difference? Psychiatry Research, 267, 409-413.
- Zimet GD, Dahlem NW, Zimet SG, Farley GK. (1988). The Multidimensional Scale of Perceived Social Support. Journal of Personality Assessment, 52, 30-41.
Ayrıntılar
| Birincil Dil | Türkçe |
|---|---|
| Konular | Hemşirelik |
| Bölüm | Araştırma |
| Yazarlar | |
| Erken Görünüm Tarihi | 15 Ekim 2023 |
| Yayımlanma Tarihi | 15 Ekim 2023 |
| Gönderilme Tarihi | 15 Mayıs 2022 |
| Yayımlandığı Sayı | Yıl 2023 Cilt: 6 Sayı: 3 |
