Determination of the Relationship Between Clinical Practice Stress and Professional Self-Esteem in Nursing Students

Year 2023, Volume: 5 Issue: 2, 83 - 92, 31.08.2023

Fatma Betül Öz , Naile Bilgili

https://doi.org/10.59124/guhes.1302391

Abstract

This study aims to investigate the relationship between clinical practice stress and professional self-esteem in nursing students in terms of some variables. The study is of a descriptive-relationship-seeking type. The study population consisted of 806 2nd, 3rd, and 4th-year students studying at Gazi University, Faculty of Health Sciences, Department of Nursing in the fall semester of 2022-2023. It aimed to reach 261 students by calculating the sample of which the population of the study is known. The sample of the study was obtained by systematic sampling method. The data collection forms used were the Personal Information Questionnaire, the Clinical Stress Questionnaire, and the Professional Self-Esteem Scale. According to the research results, there is a statistically significant difference between the medians of the professional self-esteem scores related to department choice, satisfaction with the department, positive communication with instructors, and positive communication with medical staff (p< 0.001). As a result of our study, it was found that the older students, those who had voluntarily chosen the department, those who were satisfied with the department, those who had no difficulty meeting expectations, and those who were considering continuing in the profession had higher professional self-esteem. There was no relationship between clinical practice stress and professional self-esteem.

Keywords

Clinical Practice Stress, Nursing Students, Professional Self-Esteem

References

• Admi H., Moshe-Eilon Y., Sharon D., Mann M. (2018). Nursing students' stress and satisfaction in clinical practice along different stages: A cross-sectional study. Nurse Education Today. 68, 86-92. https://doi.org/10.1016/j.nedt.2018.05.027
• Ahmed WAM., Mohammed BMA. (2019). Nursing students' stress and coping strategies during clinical training in KSA. Journal of Taibah University Medical Sciences.14(2),116-122. https://doi.org/10.1016/j.jtumed.2019.02.002
• Altıok HÖ., Üstün B. (2013). Hemşirelik öğrencilerinin stres kaynakları. Kuram ve Uygulamada Eğitim Bilimleri, 13(2), 747-766.
• Altunkürek Ş.Z., Gençbaş D., Çiçek H., Bebiş H. & Özdemir S. (2017). Hemşirelik öğrencilerinin mesleği tercih etme durumlari ile mesleki kariyer planlari arasindaki ilişkisinin belirlenmesi. Cumhuriyet Hemşirelik Dergisi, 6(2), 74-82.
• Amsalu B., Fekadu T., Mengesha A., Bayana E. (2020). Clinical practice competence of Mettu University nursing students: a cross-sectional study. Advances in Medical Education and Practice. 23(11), 791-798. https://doi.org/10.2147/AMEP.S267398
• Arabacı Baysan L., Korhan Akın E., Tokem Y., Torun R. (2015). Nursing students anxiety and stress level and contrubited factors before-during and after first clinical placement. Journal of Hacettepe University Faculty of Nursing.1–16.
• Arıcak OT. (1999). Grupla psikolojik danışma yoluyla benlik ve mesleki benlik saygısının geliştirilmesi, Yayınlanmamış Doktora Tezi, Marmara Üniversitesi Sağlık Bilimleri Enstitüsü, İstanbul
• Badiyepeymaiejahromi Z., Yektatalab S., Momennasab M., Mehrabi M. (2020). Fattori che influenzano il concetto di sé professionale degli studenti infermieri in Iran: uno studio qualitativo [Factors affecting nursing students' professional self-concept in Iran: a qualitative study]. Proffessioni Infermieristiche. 73(1),116-125.
• Bimray P., Jooste K., Julie H. (2019). Professionalism experiences of undergraduate learner nurses during their 4-year training programme at a Higher Education Institution in the Western Cape, South Africa. Curationis. 28;42(1): e1-e8. https://doi.org/10.4102/ curationis.v42i1.2030
• Bulduk, S., Ardıç E. (2015). Hemşirelik öğrencilerinde öz-duyarlığın incelenmesi. Hemşirelik Akademik Araştırma Dergisi, 1(2), 60-65.
• Çivilidağ, A., Yanar A., Kızılırmak B. and Denizli T. (2018). Mesleki benlik saygısı, sürekli kaygı ve yaşam doyumu düzeylerinin incelenmesi. Yaşam Becerileri Psikoloji Dergisi, 2(3), 45-60.
• Çöplü M., Tekinsoy Kartın P. (2019). Professional self-concept and professional values of senior students of the nursing department. Nursing Ethics, 5,1387-1397. https://doi.org/10.1177/0969733018761171
• Dimitriadou A.P., Koukourikos K. and Pizirtzidou E. (2014). The concept of selfesteem in nursing education and its ımpact on professional behaviour. International Journal of Caring Sciences, 7(1), 6-11.
• Dincer F. and Öztunç G. (2009). Hemşirelik ve Ebelik öğrencilerinin benlik saygısı ve atılganlık düzeyleri. Hacettepe Üniversitesi Sağlık Bilimleri Fakültesi Hemşirelik Dergisi, 22-33.
• Figen A. and Avcı D. (2020). Hemşirelik öğrencilerinin eğitim stresi ile profesyonel benlik saygısı arasındaki ilişki. Uluslararası Bakım Bilimleri Dergisi, 13 (2), 1081-1088.
• Folkvord SE., Risa CF. (2023). Factors that enhance midwifery students' learning and development of self-efficacy in clinical placement: A systematic qualitative review. Nurse Education in Practice, 66:103510. https://doi.org/10.1016/j.nepr.2022.103510.
• Hamadi HY., Zakari NMA., Jibreel E., Al Nami FN., Smida JAS., Ben Haddad HH. (2021). Stress and Coping Strategies among Nursing Students in Clinical Practice during COVID-19. Nursing Reports, 11;11(3), 629-639. https://doi.org/10.3390/nursrep11030060
• Iacobucci TA., Daly BJ., Lindell D., Griffin MQ. (2013). Professional values, self-esteem, and ethical confidence of baccalaureate nursing students. Nursing Ethics, 20(4), 479-490. https://doi.org/10.1177/0969733012458608
• Kahraman İ., Kılıç HF. (2021). Hemşirelik öğrencilerinin mesleki benlik saygısı ve etkileyen faktörler. Adnan Menderes Üniversitesi Sağlık Bilimleri Fakültesi Dergisi, 5(1), 1-12.
• Karagözoğlu Ş., Özden D., Tokyıldız F. (2013). Entegre program hemşirelik öğrencilerinin klinik stres düzeyi ve etkileyen faktörler. Anadolu Hemşirelik ve Sağlık Bilimleri Dergisi, 16(2): 89-95.
• Kılıç HF. (2018). Hemşirelik öğrencilerinin eğitim stresi ve mesleki benlik saygısı arasındaki ilişki. Hacettepe Üniversitesi Hemşirelik Fakültesi Dergisi, 5(1), 49-59.
• Lyu FF., Ramoo V., Wang YX. (2022). Career maturity, psychological resilience, and professional self-concept of nursing students in China: A nationwide cross-sectional study. Journal of Proffesional Nursing, 42, 58-66. https://doi.org/10.1016/j.profnurs.2022.06.003
• Mankan T., Polat H., Cengiz Z., Sevindik F. (2016). Hemşirelik öğrencilerinin ilk klinik stres düzeyleri ve etkileyen faktörler. İnönü Üniversitesi Sağlık Bilimleri Dergisi, 5(1), 10-15.
• Öz SD., Yıldız G. (2019). Hemşirelik öğrencilerinin mesleki benlik saygıları ve öğrenimlerine ilişkin doyum düzeylerinin belirlenmesi. Sağlık ve Hemşirelik Yönetimi Dergisi, 6(2), 79-89.
• Poorchangizi B., Borhani F., Abbaszadeh A. (2019). The importance of professional values from nursing students’ perspective. BMC Nursing. 18, 26. https://doi.org/10.1186/s12912-019-0351-1
• Rafati F., Rafati S., Khoshnood Z. (2020). Perceived stress among ıranian nursing students in a clinical learning environment: A cross-sectional study. Advances in Medical Education and Practice, 7(11), 485-491. https://doi.org/10.2147/AMEP.S259557
• Şendir M., Acaroğlu R. (2015). Klinik stres anketi'nin türkçe formunun güvenirlik ve geçerliği. Florence Nightingale Journal of Nursing,14(56), 59-70.
• Taşdelen S., Zaybak A. (2013). Hemşirelik öğrencilerinin ilk klinik deneyim sırasındaki stres düzeylerinin incelenmesi. Florence Nightingale Hemşirelik Dergisi, 21(2), 101-06.
• Welch SR. (2023). Clinical stress and clinical performance in prelicensure nursing students: A systematic review. Journal of Nursing Education, 62(1), 36-41. https://doi.org/10.3928/01484834-20221109-03