Review of related of temperature

Stress is a physiological response that impacts the cognitive, emotional, behavioral, and social
components. It also involves the adaptation of the organism, the coping resources, and the
environment. In young people, stress can be triggered by social interactions or school requirements.
explored the main stressors and their effects on nursing students. These stressors include the care of
patients, assignments and workloads, academic evaluations, and negative or hostile social interactions.
Data include the deleterious effects of stress in nursing students as anxiety, depression, inhibiting
learning, and burnout, which negatively impact their academic development and health. Finally, some
interventions to reduce the impact of stress are discussed. Hans Selye, MD, PhD (1907 - 1982), the
“Father of Stress”, was a Hungarian endocrinologist and the first to give a scientific explanation for
biological “stress”. He actually borrowed the term “stress” from physics to describe an organism’s
physiological response to perceived stressful events in the environment. The human stress response
involves many components, as Selye’s work portrayed. First, the brain initiates the most immediate
response signaling the adrenal glands to release epinephrine and norepinephrine. Then, the
hypothalamus and pituitary activate another part of the adrenals, releasing cortisol. This is followed by
the nervous system initiating behavioral responses like alertness, focus, reduction of pain receptors and
the inhibition of reproductive behaviors and desires. The sympathetic nervous system then kicks in to
increase the heart rate, blood pressure and release fuel to help fight or get out of danger as it redirects
blood flow to the heart, muscles and brain, away from the gastrointestinal tract and digestive processes.
To accommodate these demands there is a vast increase in energy production and utilization of
nutrients and fluids in the body. Once the stressful situation has passed, the brain signals the responses
to be “turned off” and finally recovery and relaxation allow the body to re-establish balance in all
systems, replacing lost nutrients and eliminating waste products accumulated during the process.

Exploring the effects of stress in students is important in many aspects, but two are outstanding.
First, most of the students are young, and the effects of stressful events in young can last until
adulthood, increasing the risk of suffering mental health disorders among other risks on health [15].
Mental health in nursing students will be reviewed in Section 5. Second, stress can reduce learning skills
[16] indispensable in academic environments; the reduction of learning skills is a factor of great
importance since it reduces the resources of students to achieve academic success. It is known that
stress is triggered by stimulus according to the age of the person . In this sense, school environments
can expose individuals to stressors as harassment by peers, schoolwork pressure, and being treated
careless by teachers; all these stressors can be severe enough to produce psychosomatic pain,
psychological complaints such as feeling unsafe and nervous, irritability, sadness, and depression . The
effects of stress in school can negatively impact social dynamics between peers and teachers, and these
in turn can produce more stress that in consequence triggers mental health problems such as anxiety
and depression.

A major contributor to delayed help-seeking is mental health stigma. Stigma can be

conceptualized as being made up of problems with knowledge (ignorance), attitudes (prejudice) and
behavior (discrimination).Reference Thornicroft, Rose, Kassam and Sartorius Stigma causes great
personal distress, with many people describing its consequences as worse than the psychiatric disorder
itself. Human Rights Watch recently highlighted that people with mental illness are still shackled in over
60 countries
 The coronavirus disease 2019 (COVID-19) pandemic is a global disaster, and recent studies have
shown its association with increasing mental health problems such as post-traumatic stress disorder
(PTSD), depression, anxiety, and stress. Nursing students, especially nursing interns, may be shunned,
harassed, and even blamed as potential COVID-19 spreaders, though they were an important reserve
force against COVID-19 and other diseases. Of note, the psychological influences of COVID-19 on nursing
students remained unclear. The aim of this study was to evaluate the mental health of nursing students
during the COVID-19 pandemic

According to (jenny lee et al) students closer to graduating faced increases in anxiety (60.8%),
feeling of loneliness (54.1%), and depression (59.8%). Many reported worries for the health of loved
ones most impacted their mental health status (20.0%), and the need to take care of family most
affected current and future plans (31.8%). Almost one-half of students took to exercising and physical
activity to take care of their mental health (46.7%). While a third did not have strained familial
relationships (36.5%), almost one half did (45.7%). A majority found it harder to complete the semester
at home (60.9%), especially among those who had strained relationships with family (34.1%). Seventy
percent spent time during the pandemic watching television shows or movies. Significantly more men,
first-generation, and low-income students gained beneficial opportunities in light of the pandemic,
whereas their counterparts reported no impact. First-generation students were more likely to take a gap
year or time off from school. Seyedfatemi et al.,reported that the most stressful situations are new
friends and working with people they don’t know.

The key element in this stress response that is missing in our modern day stress paradigm is
RECOVERY. While there are usually recovery times for life threatening events like getting chased by a
polar bear, there are few for the recurring events like backed up traffic, relationship troubles, financial
pressures, job stresses, negative self-talk and image, poor physical conditioning, artificial lighting,
malnourished diet, inadequate sleep, genetically modified foods, environmental toxin accumulation and
so on.

Despite the growing literature on stress among student nurses internationally, apparently little
can be found on the literature highlighting experiences of Filipino student nurses. Therefore this study
was conducted to appraise the level of stress, identify common stressors, and determine responses to
stress among enrolled student nurses in a government nursing school. The results that could be gained
from this study would provide essential and useful information for nurse educators in identifying
students’ needs, facilitating their learning both in the academe and clinical setting, and planning
effective interventions and strategies to reduce stress in clinical education.