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Perceived Stress in Clinical Areas and Emotional Intelligence Among Baccalaureate Nursing Students
Perceived Stress in Clinical Areas and Emotional Intelligence Among Baccalaureate Nursing Students
Perceived Stress in Clinical Areas and Emotional Intelligence Among Baccalaureate Nursing Students
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Nursing is a complex profession requiring (Forushani & Besharat, 2011). Clinical training
professional nurses to interact with a variety is demanding and stressful to nursing students,
of individuals including colleagues, clients and and this is attributed to the demands of the
families in high stress environment. Nursing course work, unfamiliar clinical environment,
programs strive to prepare students with client population, nursing staff, and faculty.
knowledge and technological skills to practice In addition, concerns about applied clinical
in multiple settings. Clinical practice is a critical skills in providing quality nursing care, fear of
component and the largest part of nursing failure and emotions involved in dealing with
education, which helps nursing students to patients creates additional anxiety in students
enhance their professional knowledge, skills (Birks et al., 2009; Maville, Kranz & Tucker,
and values (Ralph, Walker & Wimmer, 2009; 2004; Oermann & Standfest, 1997). Nursing
Moscaritolo, 2009). Students develop an students are expected to be knowledgeable in
understanding of the patient problems, develop different areas like client diseases, treatment
their clinical knowledge, develop problem solving and medications, investigations and diagnostic
abilities and technological skills as they proceed tests, also should have skills in communication,
through various clinical specialties (Amr, El- patient-nurse interactions and multidisciplinary
Gilany, El-Moafee, Salama & Jimenz, 2011). collaboration (Chen & Hung, 2014). Also,
The concepts of stress among nursing difficulty in balancing study and social activities,
and health care students have been widely heavy course works, time pressures are
discussed. It has been reported that these groups contributing factors to increased levels of stress.
experience high levels of perceived stress (Birks, Major sources of stress among undergraduate
McKendree & Watt, 2009). Perceived stress nursing students also includes examinations,
can be conceptualized as the extent to which long hours of study, assignments and grades,
a situation in one’s life is appraised as stressful lack of free time, and lack of social support
and the ability of the person to successfully deal (Maville et al., 2004). Three types of stressors in
with the personal and environmental challenges nursing students were also identified: academic