Academic Stress in Bachelor of Nursing Students before the Structured Objective Clinical Examination.
Objective: identify academic stress in second-year Bachelor of Nursing students before the Structured Objective Clinical Examination. Methodology: descriptive, transversal. Non-probability sampling for convenience. The total sample was 65 students applied through surveys to students who are studying...
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| Autores principales: | , , , , |
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| Formato: | Artículo revista |
| Lenguaje: | Español |
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Sanatorio Allende. Departamento de enfermería
2024
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| Acceso en línea: | https://revistas.unc.edu.ar/index.php/notasenf/article/view/46383 |
| Aporte de: |
| Sumario: | Objective: identify academic stress in second-year Bachelor of Nursing students before the Structured Objective Clinical Examination. Methodology: descriptive, transversal. Non-probability sampling for convenience. The total sample was 65 students applied through surveys to students who are studying the second year of their Bachelor's Degree in Nursing. The variables were grouped into sociodemographics, subjects taken, academic stress level, stressful situations, physical symptoms, psychological symptoms, behavioral reactions, and coping strategy. Result: students expressed 63% of their perceived level of stress; 54% identified overload and teacher evaluations; drowsiness or greater need to sleep 54%; 46% identified feelings of anguish, anxiety or despair; eating problems related to the increase or decrease in the consumption of usual foods 51%; strategy most applied in stressful situations: the development of a plan and execution of tasks 51%. Conclusions: through this study, it was evident that teaching at the university level should also include education on control strategies in stressful situations, in the same way that teachers should be instructed to identify manifestations of stress and apply strengthening and recovery actions. safety towards the student. |
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