University of Cebu – College of Nursing

Nursing Research 1 (NCM 111) LAB

ESSENTIAL QUESTIONS

Group Leader: Valencia, Kathreena Yr. & Sec: BSN 3-D Date: 09/16/22

Group Members: Cala, Jullianne Princess

Lapiña, Sophia

Loga, Rochelle Ann

Retuya, Fionah

Essential Question 1: How can environmental factors affect the learning of nursing
students in a clinical setting?

Discussion:

Environmental variables may be characterized as distinctive components of the

social, physical, technological, economic, demographic, or cultural environment that
have a contribution to the development, operation, and the survival of an organization. It
may influence different fields and different aspects. Operational school environments
have an impact and influence on students' academic achievement, and these variables
are referred to as school environmental factors. Academic attainment is determined by
the environment, resources, and facilities of the institution. The psychological and
physical effectiveness of an individual is profoundly influenced by the environment's
data points.

Nursing students are evaluated in clinical learning environments where skills and
knowledge are applied to patient care. These environments affect achievement of
learning outcomes, and have an impact on preparation for practice and student
satisfaction with the nursing profession. Providing clarity of this concept for nursing
education will assist in identifying antecedents, attributes and consequences affecting
student transition to practice. Flott, E. A., & Linden, L. (2016)

On the other hand, the mastery of clinical skills learning is required to become a
trained nurse. Due to limited opportunities for clinical skills training in clinical practice,
undergraduate training at clinical skills laboratories (CSLs) is an essential part of
nursing education. In a sociocultural learning perspective learning is situated in an
environment. Growing student cohorts, rapid introduction of technology-based teaching
methods and a shift from a teaching- to a learning-centered education all influence the
environment of the students. These changes also affect CSLs and therefore compel
nursing faculties to adapt to the changing learning environment. (Haraldseid et al.,
2015)
Essential Question 2: Stress Experiences among 3rd year student nurses during the
resumption of face to face classes?

Discussion:

The education system was one of the hardest hit when the pandemic began,
forcing schools to close. The abrupt, severe shift from the known, everyday life served
as a pathway for developing mental illness. According to a study, any major epidemic or
breakout in society typically has a damaging effect on both society and people's quality
of life (Dodgen et al., 2002). The resumption of face-to-face in the middle of a pandemic
has caused stress regarding the disease and education. Although vaccines are required
in schools, it is uncertain that the virus will be completely eliminated. But after over two
years, face-to-face classes are set to occur once more. Much has been said about the
shift to online classes and how it has affected many students, but with in-person classes
resuming, a generation of students are set to experience a semblance of normalcy
during a pandemic. Students prepare to head back to the classroom, adjusting to a new
normal.

Stress is a common issue for nursing students. According to studies, nursing

students experience higher levels of stress than both the general population and
students in other health-related fields, and they are also more susceptible to stress.
(Senturks & Dogan, 2018). As a 3rd year nursing student, stress comes in many forms
and from many different directions. Furthermore, the key to managing it effectively is
knowing what to expect and having a solid game-plan to meet it head-on, these intense
feelings of stress and anxiety do not necessarily decrease once the goal of admission to
nursing school is achieved; they often increase during their time in class and clinical.

Nursing students are learning a new "language," completing multiple

assignments and clinical rotations, sleeping little, finding it difficult to maintain healthy
eating and exercise routines, spending less time with friends and family (thus losing
familiar support groups), experiencing high levels of anxiety, and some are suffering
from depression (Roux & Halstead, 2017).
Essential Question 3: How does sleep deprivation affect academic performance?

Discussion:

Sleep is a very important factor in maintaining focus, consolidation of memory

and improving retention of knowledge. College students, specifically nursing students
are known to have heavy loads and schedules which may affect the number of hours of
sleep in a day. It has been found that “up to 60% of all college students suffer from a
poor sleep quality” (Schlarb et al., 2017, p. 1). The impact of sleep deprivation on
nursing students is an essential question because college nursing students are exposed
to clinical rotations in an actual hospital setting as early as possible along with heavy
schedules of lectures. Knowing the impact of sleep deprivation to nursing students will
help us identify their coping mechanisms to still be able to catch up with lecture and
clinical duties which impacts the promotion and maintenance of quality patient care.

When we are sleep deprived, our concentration, attentiveness, and vigilance

drift, making it more difficult to receive information. We lose our capacity to access
previously learnt knowledge without enough sleep and rest because overworked
neurons are unable to arrange information effectively. For many students, specifically
nursing students, staying awake all night to study is common practice. According to
Medical News Today, around 20 percent of students pull all-nighters at least once a
month, and about 35 percent stay up past three in the morning once or more weekly.
That being said, staying up all night to study is one of the worst things students can do
for their grades. In October of 2019, two MIT professors found a correlation between
sleep and test scores: The less students slept during the semester, the worse their
scores.

In the last 20 years, scientists have found that sleep impacts more than just
students’ ability to perform well; it improves their ability to learn, memorize, retain, recall,
and use their new knowledge to solve problems creatively. All of which contribute to
better test scores.
 REFERENCES

Dodgen D., LaDue L. R., Kaul R. E. (2002). Coordinating a local response to a national
tragedy: Community mental health in Washington, DC after the Pentagon attack. Military
Medicine, 167(4), 87–89. https://doi.org/10.1093/milmed/167.Suppl_4.87

Flott, E. A., & Linden, L. (2016). The clinical learning environment in nursing education:
a concept analysis. Journal of Advanced Nursing, 72(3), 501-513.

Guandiana, N., & Okashima, T. (2021). The effects of sleep deprivation on college.
Nursing Senior Thesis. 30.

Haraldseid, C., Friberg, F., & Aase, K. (2015). Nursing students’ perceptions of factors
influencing their learning environment in a clinical skills laboratory: A qualitative study.
Nurse Education Today, 35(9), e1-6.

Roux, G., & Halstead, J. A. (2017). Issues and Trends in Nursing (2nd ed). Jones &
Bartlett Learning.

Mander, B. A., Santhanam, S., Saletin, J. M., & Walker, M. P. (2011). Wake deterioration
and sleep restoration of human learning. Current Biology, 21(5), 183-184.
https://doi.org/10.1016/j.cub.2011.01.019

Senturk, S., & Dogan, N. (2018). Determination of stress experienced by nursing

students’ during nursing education. International Journal of caring Sciences, 11 (2), 896.