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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| 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 |
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I10-R322-article-46383 |
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ojs |
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Universidad Nacional de Córdoba |
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I-10 |
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R-322 |
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Notas de Enfermería |
| language |
Español |
| format |
Artículo revista |
| topic |
stress students mental health nursing Academic Success estrés estudiantes salud mental enfermería Éxito Académico estresse estudantes saúde mental enfermagem Sucesso Acadêmico |
| spellingShingle |
stress students mental health nursing Academic Success estrés estudiantes salud mental enfermería Éxito Académico estresse estudantes saúde mental enfermagem Sucesso Acadêmico Argüello Cañete, Andrea Mendoza Espíndola, Lourdes Miño Portillo, Ramona Ruiz Díaz, Fátima Rodríguez Valiente, Leonardo Academic Stress in Bachelor of Nursing Students before the Structured Objective Clinical Examination. |
| topic_facet |
stress students mental health nursing Academic Success estrés estudiantes salud mental enfermería Éxito Académico estresse estudantes saúde mental enfermagem Sucesso Acadêmico |
| author |
Argüello Cañete, Andrea Mendoza Espíndola, Lourdes Miño Portillo, Ramona Ruiz Díaz, Fátima Rodríguez Valiente, Leonardo |
| author_facet |
Argüello Cañete, Andrea Mendoza Espíndola, Lourdes Miño Portillo, Ramona Ruiz Díaz, Fátima Rodríguez Valiente, Leonardo |
| author_sort |
Argüello Cañete, Andrea |
| title |
Academic Stress in Bachelor of Nursing Students before the Structured Objective Clinical Examination. |
| title_short |
Academic Stress in Bachelor of Nursing Students before the Structured Objective Clinical Examination. |
| title_full |
Academic Stress in Bachelor of Nursing Students before the Structured Objective Clinical Examination. |
| title_fullStr |
Academic Stress in Bachelor of Nursing Students before the Structured Objective Clinical Examination. |
| title_full_unstemmed |
Academic Stress in Bachelor of Nursing Students before the Structured Objective Clinical Examination. |
| title_sort |
academic stress in bachelor of nursing students before the structured objective clinical examination. |
| description |
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. |
| publisher |
Sanatorio Allende. Departamento de enfermería |
| publishDate |
2024 |
| url |
https://revistas.unc.edu.ar/index.php/notasenf/article/view/46383 |
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I10-R322-article-463832024-11-12T14:57:47Z Academic Stress in Bachelor of Nursing Students before the Structured Objective Clinical Examination. Estrés Académico en Estudiantes de Licenciatura en Enfermería ante el Examen Clínico Objetivo Estructurado. Estresse Acadêmico em Estudantes do Bacharelado em Enfermagem diante do Exame Clínico Objetivo Estruturado. Argüello Cañete, Andrea Mendoza Espíndola, Lourdes Miño Portillo, Ramona Ruiz Díaz, Fátima Rodríguez Valiente, Leonardo stress students mental health nursing Academic Success estrés estudiantes salud mental enfermería Éxito Académico estresse estudantes saúde mental enfermagem Sucesso Acadêmico 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. Objetivo: identificar el estrés académico en los estudiantes de segundo año de Licenciatura en Enfermería ante el Examen Clínico Objetivo Estructurado. Metodología: descriptivo, transversal. Muestreo no probabilístico por conveniencia. La muestra total fue de 65 alumnos aplicada a través de encuestas a estudiantes que se encuentran cursando el segundo año de la carrera de Licenciatura en Enfermería. Las variables se agruparon en sociodemográficas, asignaturas cursadas, nivel de estrés académico, situaciones estresantes, síntomas físicos, síntomas psicológicos, reacciones comportamentales, estrategia de afrontamiento. Resultado: estudiantes manifestaron en un 63% la percepción del nivel de estrés; 54% identificaron sobrecarga de tareas y las evaluaciones de los profesores; somnolencia o mayor necesidad de dormir un 54%; identificaron sentimientos de angustia, ansiedad o desesperación un 46%; problemas en la alimentación relacionados con el aumento o disminución en el consumo de alimentos habituales un 51%; estrategia más aplicada ante situaciones de estrés fue la elaboración de un plan y ejecución de sus tareas 51%. Conclusiones: a través de este estudio se pudo evidenciar que la enseñanza en el nivel universitario, también debe incluir educación sobre estrategias de control en situaciones estresantes, del mismo modo que se debe instruir a los docentes para identificar manifestaciones de estrés y aplicar acciones de fortalecimiento y de seguridad hacia el estudiante. Objetivo: identificar o estresse acadêmico em estudantes do segundo ano do Bacharelado em Enfermagem antes do Exame Clínico Objetivo Estruturado. Metodologia: descritiva, transversal. Amostragem não probabilística por conveniência. A amostra total foi de 65 estudantes aplicados através de inquéritos a estudantes que cursam o segundo ano do Bacharelado em Enfermagem. As variáveis foram agrupadas em dados sociodemográficos, disciplinas cursadas, nível de estresse acadêmico, situações estressantes, sintomas físicos, sintomas psicológicos, reações comportamentais e estratégia de enfrentamento. Resultado: os estudantes expressaram 63% do seu nível percebido de estresse; 54% identificaram sobrecarga de tarefas e avaliações dos professores; sonolência ou maior necessidade de dormir 54%; 46% identificaram sentimentos de angústia, ansiedade ou desespero; problemas alimentares relacionados ao aumento ou diminuição do consumo de alimentos habituais 51%; estratégia mais aplicada em situações estressantes: o desenvolvimento de um plano e execução de tarefas 51%. Conclusões: por meio deste estudo, ficou evidente que o ensino em nível universitário também deveria incluir a educação sobre estratégias de controle em situações estressantes, da mesma forma que os professores deveriam ser orientados a identificar manifestações de estresse e aplicar ações de fortalecimento e recuperação de segurança ao aluno. Sanatorio Allende. Departamento de enfermería 2024-09-27 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf https://revistas.unc.edu.ar/index.php/notasenf/article/view/46383 10.59843/2618-3692.v25.n44.46383 Notas de Enfermería; Vol. 25 Núm. 44 (2024): Notas de Enfermería; 43-50 2618-3692 1668-8821 10.59843/2618-3692.v25.n44 spa https://revistas.unc.edu.ar/index.php/notasenf/article/view/46383/46674 Derechos de autor 2024 Sanatorio Allende https://creativecommons.org/licenses/by-nc/4.0 |