Coping with stressful events: a pre-post-test of a psycho-educational intervention for undergraduate nursing and midwifery students

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dc.contributor.author McCarthy, Bridie
dc.contributor.author Trace, Anna
dc.contributor.author O'Donovan, Moira
dc.contributor.author O'Regan, Patricia
dc.contributor.author Brady-Nevin, Caroline
dc.contributor.author O'Shea, Maria
dc.contributor.author Martin, Anne-Marie
dc.contributor.author Murphy, Margaret M.
dc.date.accessioned 2018-04-20T10:44:19Z
dc.date.available 2018-04-20T10:44:19Z
dc.date.issued 2017-12-06
dc.identifier.citation McCarthy, B., Trace, A., O'Donovan, M., O'Regan, P., Brady-Nevin, C., O'Shea, M., Martin, A.-M. and Murphy, M. (2018) 'Coping with stressful events: A pre-post-test of a psycho-educational intervention for undergraduate nursing and midwifery students', Nurse Education Today, 61, pp. 273-280. doi:10.1016/j.nedt.2017.11.034 en
dc.identifier.volume 61 en
dc.identifier.startpage 273 en
dc.identifier.endpage 280 en
dc.identifier.issn 0260-6917
dc.identifier.uri http://hdl.handle.net/10468/5834
dc.identifier.doi 10.1016/j.nedt.2017.11.034
dc.description.abstract Background: Knowledge of coping mechanisms is important for nursing and midwifery students to cope with stressful events during undergraduate education. Objectives: To evaluate the impact of a psycho-educational intervention “Coping with Stressful Events” with first year undergraduate nursing and midwifery students. Design: A quasi-experimental, one-group pre-post-test. Settings: One school of nursing/midwifery in one university in Ireland. Participants: A convenience sample of all first year undergraduate nursing and midwifery students (n = 197). Of these 166 completed the pretest and 138 students completed the post test. Methods: Using the COPE Inventory questionnaire (Carver et al., 1989) data was collected pre and post-delivery of the psycho-educational intervention “Coping with Stressful Events” by two research assistants. Data were analysed using the IBM SPSS Statistics version 22 (NY, USA). Results: Results demonstrated improved coping skills by students. There were statistically significant differences between pre and post intervention for some coping subscales. For example, the mean subscale scores were lower post-intervention for restraint and mental disengagement, and higher for use of emotional and instrumental social support indicating improved coping strategies. Conclusions: This intervention has the potential to influence undergraduate nursing and midwifery students coping skills during their first year of an undergraduate programme. en
dc.format.mimetype application/pdf en
dc.language.iso en en
dc.publisher Elsevier B.V. en
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 Stress en
dc.subject Coping en
dc.subject Undergraduate students en
dc.subject Nursing en
dc.subject Midwifery en
dc.subject Intervention en
dc.title Coping with stressful events: a pre-post-test of a psycho-educational intervention for undergraduate nursing and midwifery students 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 for 12 months after publication by request of the publisher en
dc.check.date 2018-12-06
dc.date.updated 2018-04-20T10:32:00Z
dc.description.version Accepted Version en
dc.internal.rssid 434582137
dc.description.status Peer reviewed en
dc.identifier.journaltitle Nurse Education Today en
dc.internal.copyrightchecked Yes 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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