Durkal et al. (2011) in their study sought to determine the impact of universal social and emotional learning (SEL) programs for students. The students in the intervention groups (SEL), there were significant cases of reduced stress and high ability to manage anxiety, coping and relaxation even within the demanding academic schedule. The researchers are of the view that undergraduate students have to balance their curriculum roles, their social life as well as their human development from a holistic perspective.
Williams (2014) sought to determine the impact of stress-reducing interventions when adopted by nursing students in a bid to increase their perceptions on the quality of care afforded to the patient population. The participant group was made up of n=17 females while there were three males. Eleven of the participants were married while the other nine were single. Students who were married indicated that they were likely to share their concerns with their other half and were less likely to demonstrate stress on the Perceived Stress Scale.
Reeve et al. (2013) in their study sough to establish the stress experiences as well as the utilization social support as an intervention or coping technique for nursing students. A total of n=107 baccalaureate students were included in the study in which n=49 were in a traditional degree program while the other n=58 were in a second degree program. In both groups, there were reports of significant stress levels and the respondents indicated that they preferred peer and family support than faculty support to reduce or cope with such stress.
Roohafza et al. (2014) in their study sought to examine the correlation and associations between anxiety and depression levels with the available social support and mechanisms for coping. There were a total of 4688 participants all aged 20 years. The researchers found out that the presence of active coping mechanisms as well as perceived social support and specifically family support can be regarded as protective factors for anxiety and depression.
Por et al. (2011) in their study sought to determine the impacts of emotional intelligence as an important practical and theoretical construct associated with coping mechanisms for stress. A total of n=130 nursing students were integrated into the study based on prospective correlation to assess the aspects of perceived stress, subjective well-being, coping strategies, perceived competency in nursing as well as academic performance. Emotional Intelligence (EI) was associated with effective coping mechanisms. Even within availability of EI, the role of the family as a channel for social support is necessary and essential.
Shaban, Khater and Akhu-Zaheya (2012) sought to identify and describe the types and levels of stress experienced by baccalaureate nursing students in Jordan as well as identify the coping mechanism that these students utilize. The assignments and clinical work environment were regarded as the source of stress. Social support from peers and family was also noted as an active approach to resolving or managing such stress since it instills optimism and transference attention.
Sim and Bang (2015) sought to explore the correlation between stress coping, adjustment to college lifestyle and emotional intelligence among nursing students. A total of 227 students in associate program in Korea were considered as the participants. Regression analysis was dome for the self-reported questionnaires. The researchers noted that when the emotional intelligence is increased, the stress coping mechanisms are encouraged.
References
Durlak, J.A., Weissberg, R.P., Dymnicki, A.B., Taylor, R.D. and Schellinger, K.B., 2011. The impact of enhancing students’ social and emotional learning: A meta‐analysis of school‐based universal interventions. Child development,82(1), pp.405-432.
Por, J., Barriball, L., Fitzpatrick, J. and Roberts, J., 2011. Emotional intelligence: Its relationship to stress, coping, well-being and professional performance in nursing students. Nurse education today, 31(8), pp.855-860.
Reeve, K.L., Shumaker, C.J., Yearwood, E.L., Crowell, N.A. and Riley, J.B., 2013. Perceived stress and social support in undergraduate nursing students' educational experiences. Nurse Education Today, 33(4), pp.419-424.
Roohafza, H., Afshar, H., Keshteli, A.H., Mohammadi, N., Feizi, A., Taslimi, M. and Adibi, P., 2014. The association of perceived social support and coping styles With depression and anxiety. Journal of Research in Medical Sciences, 19(10).
Shaban, I.A., Khater, W.A. and Akhu-Zaheya, L.M., 2012. Undergraduate nursing students’ stress sources and coping behaviours during their initial period of clinical training: A Jordanian perspective. Nurse Education in Practice, 12(4), pp.204-209.
Sim, S. and Bang, M., 2015. The Relationship between Emotional Intelligence, Stress Coping, and Adjustment to College Life in Nursing Students.
Williams, K.T., 2014. An exploratory study: reducing nursing students stress levels facilitate perceived quality of patient care. Open Journal of Nursing,2014.
