Nursing and midwifery students' stress and coping during their undergraduate education programmes: An integrative review

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dc.contributor.author McCarthy, Bridie
dc.contributor.author Trace, Anna
dc.contributor.author O'Donovan, Moira
dc.contributor.author Brady-Nevin, Caroline
dc.contributor.author Murphy, Margaret M.
dc.contributor.author O'Shea, Maria
dc.contributor.author O'Regan, Patricia
dc.date.accessioned 2018-01-08T14:29:53Z
dc.date.available 2018-01-08T14:29:53Z
dc.date.issued 2017-11-28
dc.identifier.citation McCarthy, B., Trace, A., O’Donovan, M., Brady-Nevin, C., Murphy, M., O'Shea, M. and O'Regan, P. (2018) 'Nursing and midwifery students' stress and coping during their undergraduate education programmes: An integrative review', Nurse Education Today, 61, pp. 197-209. doi: 10.1016/j.nedt.2017.11.029 en
dc.identifier.volume 61 en
dc.identifier.startpage 197 en
dc.identifier.endpage 209 en
dc.identifier.issn 0260-6917
dc.identifier.uri http://hdl.handle.net/10468/5241
dc.identifier.doi 10.1016/j.nedt.2017.11.029
dc.description.abstract Objectives: The aim of this review is to examine the literature related to the sources of stress, coping mechanisms and interventions to support undergraduate nursing and midwifery students to cope with stress during their undergraduate education. Design: Integrative literature review. Data Sources: The databases CINAHL, PubMed and PsycINFO were searched for articles published between 2010 and 2016. Search terms in various combinations were used for example; student nurse, student midwife, undergraduate, stress, coping and interventions. Review Methods: An integrative review based on Whittemore and Knafl's approach was used to conduct the review. Results: The search generated 25 articles that met the inclusion criteria. The key sources of stress emanated from clinical, academic and financial issues but predominantly from the clinical environment. Students used a variety of coping strategies, both adaptive and maladaptive. These appear to be influenced by their past and present circumstances such as, their needs, what was at stake and their options for coping. Interventions for student nurses/midwives to cope with stress were varied and in the early stages of development. Mindfulness showed some promising positive results. Interventions focussed on the individual level excluding the wider social context or organisation level. Conclusions: Stress is pervasive in all aspects of undergraduate nursing and midwifery education. Nursing and midwifery educators need to be aware of this impact and provide appropriate support to students in both the clinical and academic environments. Further research is needed to capture the experience of stress from the students' perspective as well as the barriers and facilitators to supporting students from the preceptors'/mentors' perspectives. Finally, more intervention studies are needed to identify and compare what interventions are effective in supporting students to cope with stress during their undergraduate education. en
dc.format.mimetype application/pdf en
dc.language.iso en en
dc.publisher Elsevier en
dc.relation.uri https://www.sciencedirect.com/science/article/pii/S0260691717302897
dc.rights © 2017 Elsevier Ltd. All rights reserved. This manuscript version is made available under the CC BY-NC-ND 4.0 license. en
dc.rights.uri http://creativecommons.org/licenses/by-nc-nd/4.0/ en
dc.subject Coping en
dc.subject Coping interventions en
dc.subject Stress en
dc.subject Student midwife en
dc.subject Student nurse en
dc.subject Undergraduate en
dc.title Nursing and midwifery students' stress and coping during their undergraduate education programmes: An integrative review en
dc.type Article (peer-reviewed) en
dc.internal.authorcontactother Bridie McCarthy, Nursing & Midwifery, University College Cork, Cork, Ireland. +353-21-490-3000 Email: bridie.mccarthy@ucc.ie en
dc.internal.availability Full text available en
dc.check.info Access to this article is restricted until 12 months after publication by request of the publisher. en
dc.check.date 2018-11-28
dc.date.updated 2018-01-08T14:24:55Z
dc.description.version Accepted Version en
dc.internal.rssid 420988407
dc.description.status Peer reviewed en
dc.identifier.journaltitle Nurse Education Today en
dc.internal.copyrightchecked No !!CORA!! en
dc.internal.licenseacceptance Yes en
dc.internal.IRISemailaddress bridie.mccarthy@ucc.ie en


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© 2017 Elsevier Ltd. All rights reserved. This manuscript version is made available under the CC BY-NC-ND 4.0 license. Except where otherwise noted, this item's license is described as © 2017 Elsevier Ltd. All rights reserved. This manuscript version is made available under the CC BY-NC-ND 4.0 license.
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