A comparative study of stress between pre- and post-Project 2000 students

Area of Science:

• Nursing Education
• Psychology
• Healthcare Management

Background:

• Student nurse stress is a persistent issue impacting education and retention.
• Previous studies in 1988 identified key stressors for Registered General Nurse (RGN) students.
• The introduction of the Diploma in Nursing (Project 2000) curriculum necessitated a re-evaluation of student experiences.

Purpose of the Study:

• To compare stress experiences between current Diploma in Nursing (Project 2000) Adult Branch students and a historical cohort of RGN certificate students.
• To identify common and differing stressors, coping mechanisms, and personality traits influencing stress.
• To examine the impact of training level and age on stress levels in nursing students.

Main Methods:

• Comparative study utilizing identical questionnaires administered to two distinct student cohorts (n=146 each).
• Analysis of common educational and clinical stressors, stress-related feelings, and coping strategies.
• Identification and statistical comparison of personality characteristics, including 'determination', and their correlation with stress levels.

Main Results:

• Nine common clinical and two common educational stressors were identified between the groups.
• Diploma students reported higher levels of 'determination' characteristics, feelings of uselessness, and intense academic workload.
• Stress intensity increased with the year of training, a finding consistent with prior research.
• Physical hard work was the only age-related stressor with statistically significant differences.

Conclusions:

• Nursing education reforms have altered, but not eliminated, student stress experiences.
• Specific personality traits like 'determination' are crucial for sustaining nursing students amidst high academic and clinical demands.
• Addressing academic workload and fostering a sense of contribution are vital for mitigating stress in Diploma in Nursing students.