Coping strategies of healthcare professional students for stress incurred during their studies: a literature review

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dc.contributor.authorFitzgibbon, Kate
dc.contributor.authorMurphy, Kevin D.
dc.date.accessioned2023-01-25T15:53:34Z
dc.date.available2023-01-25T15:53:34Z
dc.date.issued2022-01-12
dc.date.updated2023-01-25T12:09:30Z
dc.description.abstractBackground: Stress in healthcare professional students is well-documented, however coping strategies and their relationship with stress has not been comprehensively reviewed. It is necessary for students to use positive coping strategies to effectively reduce stress levels. Aims: The aim of this review is to identify coping strategies of healthcare professional students and their consequences. Methods: Studies conducted from 2010 to 2020 on coping strategies utilised by healthcare students were reviewed. An electronic database search was performed in January 2020 of three databases CINAHL, SCOPUS and PubMed. Results: Twenty-two studies were included in this review, using a wide range of survey instruments including the Brief Coping Orientation to Problems Experienced (Brief COPE) Inventory and the Coping Behaviour Inventory Common coping strategies utilised by healthcare students include problem-focused strategies such as planning, problem-solving and active coping. Coping strategies tended to vary depending on student’s location, year of their course, gender and age. Positive coping strategies, such as problem-focused strategies, were associated with reduced stress levels and improved psychological health. Other emotion-focused coping strategies identified included acceptance, self-distraction, and optimism. Conclusions: Findings may provide direction for third-level institutions in designing interventions (such as encouraging exercise) promoting the use of positive coping strategies.en
dc.description.statusPeer revieweden
dc.description.versionAccepted Versionen
dc.format.mimetypeapplication/pdfen
dc.identifier.citationFitzgibbon, K. and Murphy, K.D. (2022) ‘Coping strategies of healthcare professional students for stress incurred during their studies: a literature review’, Journal of Mental Health, pp. 1-12. doi: 10.1080/09638237.2021.2022616en
dc.identifier.doi10.1080/09638237.2021.2022616en
dc.identifier.endpage12en
dc.identifier.issn0963-8237
dc.identifier.journaltitleJournal of Mental Healthen
dc.identifier.startpage1en
dc.identifier.urihttps://hdl.handle.net/10468/14132
dc.language.isoenen
dc.publisherTaylor & Francisen
dc.relation.urihttps://doi.org/10.1080/09638237.2021.2022616
dc.rights© 2022 Informa UK Limited trading as Taylor & Francis. This is an Accepted Manuscript version of the following article, accepted for publication in Journal of Mental Health. It is deposited under the terms of the Creative Commons Attribution-NonCommercial License (http://creativecommons.org/licenses/by-nc/4.0/), which permits non-commercial re-use, distribution, and reproduction in any medium, provided the original work is properly cited.en
dc.rights.urihttp://creativecommons.org/licenses/by-nc/4.0/en
dc.subjectCoping strategiesen
dc.subjectStressen
dc.subjectThird-level educationen
dc.subjectHealthcare studentsen
dc.subjectReviewen
dc.subjectAcademic stressen
dc.subjectMedical studentsen
dc.subjectNursing studentsen
dc.subjectSelf efficacyen
dc.subjectPerceived stressen
dc.subjectGender differencesen
dc.titleCoping strategies of healthcare professional students for stress incurred during their studies: a literature reviewen
dc.typeArticle (peer-reviewed)en
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