@2024 Afarand., IRAN
ISSN: 2228-5468 Education Strategies in Medical Sciences 2014;7(4):249-256
ISSN: 2228-5468 Education Strategies in Medical Sciences 2014;7(4):249-256
Relationship of Clinical Instruction Stress with Life Events Stress, Self-Efficiency, Social Support, Stress Coping Strategies and Academic Performance in Midwifery Students
ARTICLE INFO
Article Type
Original ResearchAuthors
Ziaee S. (* )(* ) Midwifery Department, Medicine Faculty, Kazerun Branch Islamic Azad University, Kazerun, Iran
Correspondence
Address: Kilometer 5th of Kazeroon Road, Booshehr, Iran. Post Box: 168-72135Phone: +9872142243933
Fax: +9872142230508
s_ziaee115@yahoo.com
Article History
Received: June 22, 2014Accepted: August 17, 2014
ePublished: October 7, 2014
ABSTRACT
Aims
Students are one of the main elements effective on education quality. Investigating
clinical training stress, regardless prior stress and other effective factors on how to deal with
stress, would be incomplete. This study aimed to investigate the association between life
events stress and clinical training stress, self-efficacy, social support, stress coping strategies
and academic performance of midwifery students.
Materials & Methods This cross-sectional study was done on 155 midwifery students of Kazeroon Islamic Azad University in two consecutive 2011 and 2012 years. The instrument was prepared using Akhavan Akbari’s clinical instruction stress, Sherer’s general self-efficiency, Sarason’s social support and Andler and Parker’s stress coping strategies and Holmes and Rahe’s life events stress questionnaires. The clinical and academic performance criteria were comprehensive test score and difference between Diploma and Bachelor mean. Data were analyzed using SPSS 20 software using T-independent test and Spearman correlation coefficients.
Findings The students’ clinical teaching stress score mean was moderate. Clinical training stress and life event stress, dealing with stress and avoidance and emotional coping subgroups showed a significant and positive correlation. The correlation between clinical experience and academic performance clinical performance was positive and significant.
Conclusion The good students’ self-efficacy, their access to adequate social support with the higher level of satisfaction and the more utilization of problem-solving coping strategy cause students with high stress history understand the clinical training stress moderately so this stress does not change their clinical and educational performance.
Materials & Methods This cross-sectional study was done on 155 midwifery students of Kazeroon Islamic Azad University in two consecutive 2011 and 2012 years. The instrument was prepared using Akhavan Akbari’s clinical instruction stress, Sherer’s general self-efficiency, Sarason’s social support and Andler and Parker’s stress coping strategies and Holmes and Rahe’s life events stress questionnaires. The clinical and academic performance criteria were comprehensive test score and difference between Diploma and Bachelor mean. Data were analyzed using SPSS 20 software using T-independent test and Spearman correlation coefficients.
Findings The students’ clinical teaching stress score mean was moderate. Clinical training stress and life event stress, dealing with stress and avoidance and emotional coping subgroups showed a significant and positive correlation. The correlation between clinical experience and academic performance clinical performance was positive and significant.
Conclusion The good students’ self-efficacy, their access to adequate social support with the higher level of satisfaction and the more utilization of problem-solving coping strategy cause students with high stress history understand the clinical training stress moderately so this stress does not change their clinical and educational performance.
CITATION LINKS
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[18]Lyrakos DG. The impact of stress, social support, self-Efficacy and coping on university students, a multicultural European study. Psychology. 2012;3(2):143-9.
[19]Torres JB, Solberg VS. Role of self-efficacy, stress, social integration, and family support in Latino college student persistence and health. J Vocation Behav. 2001;59(1):53-63.
[20]Newby-Fraster E, Schlebusch L. Social support, self-efficacy and assertiveness as mediators of student stress. Psychol J Human Behav. 1997;34(3-4):61-9.
[21]Solberg VS, Villarreal P. Examination of self-efficacy, social support, and stress as predictors of psychological and physical distress among Hispanic college students. Hispanic J Behav Sci. 1997;19(2):182-201.
[22]Dunkley DM, Blankstein KR, Halsall J, Williams M, winkworth G. The relation between perfectionism and distress: Hassles, coping, and perceived social support as mediators and moderators. J Couns Psychol. 2000;47(4):437-53.
[23]Elliott TR, Herrick SM, Witty TE. Problem solving appraisal and the effects of social support among college students and persons with physical disabilities. J Couns Psychol. 1992;39(2):219-26.
[24]Sohail N. Stress and academic performance among medical students. J Coll Physicians Surg Pak. 2013;23(1):67-71.
[25]Andrews B, Wilding JM. The relation of depression and anxiety to life-stress and achievement in students. Br J Psychol. 2004;95(Pt 4):509-21.
[26]Shields N. Stress, active coping, and academic performance among persisting and nonpersisting college students. J Appl Biobehav Res. 2001;6(2):65-81.
[27]Struthers CW, Perry RP, Menec VH. An examination of the relationship among academic stress, coping, motivation, and performance in college. Res High Educ. 2000;41(5):581-92.
[28]Jafarzadeh A, Reisi S, Rezayati MT. The viewpoint of outstanding and talented students about motivational factors influencing their academic achievement-Rafsanjan University of Medical science. Modern Care J. 2009;6(1):19-24. [Persian]
[29]Kohn PM, Hay BD, Legere JJ. Hassles, coping styles, and negative well-being. Pers Ind Differ. 1994;17(2):169-79.
[30]Imam S, Sherer, et al. General self-efficacy scale: Dimensionality, internal consistency, and temporal stability. Singapore; Proceedings of the redesigning Pedagogy: Culture, Knowledge and Understanding Conference; May 2007.
[31]Sohail N. Stress and academic performance among medical student. J Coll Physicians Surg Pak. 2013;23(1):67-71.
[32]Sarason IG, Sarason BR, Shears EN, Pierce GR. A brief measure of social support: Practical and theoretical implications. J Soc Pers Relationsh. 1987;4(4):497-510.
[33]Endler N, Parker JDA. Coping inventory for stressful situation [Internet]. Toronto: Multi-Health system. [Cited: Day? Month? Year?] Available from: http://www.mhs.com/product.aspx?gr=cli&id=overview&prod=ciss.
[34]Endler NS, Parker JD. Assessment of multidimensional coping: Task, emotion, and avoidance strategies. Psychol Assess. 1994;6(1):50-60.
[35]Jafarpour M, Esfandiari M, Mkhtarshahi ShB, Hossini F. The prevalence of postpartum depression and its association with stressful life events. J Kermanshah Uni Med Sci. 2006;10(4):320-31. [Persian]
[36]Tagharrobi Z, Fakharian E, Mirhoseini F, Rasoulinejad SA, Akbari H, Ameli H. Prediction of academic performance in the Students of operation room major at Kashan University of Medical Sciences (Kaums). J Med Educ Dev. 2011;4(6):1-9. [Persian]
[37]Yousefi A, Ghassemi G, Firouznia S. Motivation and academic achievement in medical students. J Educ Health Promot. 2012;1:4.
[38]Geranmayeh M, Khakbazan Z, Darvish A, Haghani H. Determining learning style and its relationship with educational achievement in nursing and midwifery students. Iran J Nurs Res. 2011;6(22):7-15. [Persian]
[39]Edraki M, Rambod M, Abdoli R. The Relationship between nursing students’ educational satisfaction and their academic success. Iran J Med Educ. 2011;11(1):32-9. [Persian]
[40]Khojasteh Mehr R, Abbaspour Z, Koraei A, Kochaki R. The effect of a "Succeeding in School" program on the academic performance, academic self-concept, attitude towards school, learning how to succeed in school and social adjustment of school students. J School Psychol. 2012;1(1):27-45. [Persian]
[41]Safari M, Sanaeinasab H, Rashidi Jahan H, Purtaghi GhH, Pakpur AH. Happiness, self-efficacy and academic achievement among students of Baqiyatallah University of Medical Sciences. J Med Educ Dev. 2014;7(13):45-56. [Persian]
[2]Tabari F, Ebadi A, Jalalinia SF. Pathology of the Clinical Education of Medical- Surgical Nursing Courses: A Qualitative Study. Sci J Educ Strateg Med Sci. 2014;6(4):209-15. [Persian]
[3]Dwyer AL, Cummings AL. Stress, self efficacy, social support, and coping strategies in university students. Can J Couns Psychother. 2001;35(3):208-20.
[4]Tahery N, Kaiali M, Yaghoobi M, Koleini Z. The stressors of clinical training in nursing students-Abadan nursing faculty (2009). Modern Care J. 2011;8(3):159-65. [Persian]
[5]Izadpanah AM, Tabiee Sh, Sharifzadeh GhR. A comparative study of stress between junior and senior baccalaureate nursing students in Birjand University of Medical Sciences. Modern Care J. 2012;8(4):221-9. [Persian]
[6]Nazarei R, Beheshti Z, Arzani A, Hajihossaini F, Saatsaz S, Bigani A. Stressing factors in clinical education of Amol nursing faculty nursing student. J Babol Univ Med Sci. 2007;9(2):45-50. [Persian]
[7]Taghvi Larijani T, Ramezani F, Khatoni A, Monjamed Z. Comparison of the sources of stress among the senior nursing and midwifery students of Tehran Medical Sciences Universities. Hayat. 2007;13(2):61-70. [Persian]
[8]Yazdankhah Fard M, Pouladi Sh, Kamali F, Zahmatkeshan N, Mirzaei K, Akaberian Sh, et al. The stressing factors in clinical education: The viewpoints of students. Iran J Med Educ. 2009;8(2):341-50. [Persian]
[9]Jimenez C, Navia-Osorio PM, Diaz CV. Stress and health in novice and experienced nursing students. J Adv Nurs. 2010;66(2):442-55.
[10]Gibbons C, Dempster M, Moutray M. Index of sources of stress in nursing students: A confirmatory factor analysis. J Adv Nurs. 2009;65(5):1095-102.
[11]Akhavan Akbari P, Mash'oufi M, Mustafa Zadeh F, Allahyari A, Vosoughi N, Hatami R. Stressors in the clinical training of medical students in midwifery. J Coll Nurs Midwifery. 2009:40-8. [Persian]
[12]Cavanagh SJ, Snape J. Educational sources of stress in midwifery students. Nurse Educ Today. 1997;17(2):128-34.
[13]Ohaja M. Support for learning in the clinical area: The experience of post-registration student midwives. AISHE-J. 2010;2(1):14.1-14.14
[14]Chan CK, So WK, Fong DY. Hong Kong baccalaureate nursing students' stress and their coping strategies in clinical practice. J Prof Nurs. 2009;25(5):307-13.
[15]Heydarikhayat N, Mohammadinia N, Sharifipour H, Almasy A. Assessing frequency and causes of verbal abuse against the clinical staff. 2012;1(2):70-8. [Persian]
[16]Zajacova A, Lynch SM, Espenshade TJ. Self-efficacy, stress and academic success in college. Res High Educ. 2005;46(6):677-706.
[17]Khanehkeshi A. The relationship of academic stress, depression, and self-efficacy with academic performance among high school students in Iran. Indian Streams Res J. 2012;1(5):1-4.
[18]Lyrakos DG. The impact of stress, social support, self-Efficacy and coping on university students, a multicultural European study. Psychology. 2012;3(2):143-9.
[19]Torres JB, Solberg VS. Role of self-efficacy, stress, social integration, and family support in Latino college student persistence and health. J Vocation Behav. 2001;59(1):53-63.
[20]Newby-Fraster E, Schlebusch L. Social support, self-efficacy and assertiveness as mediators of student stress. Psychol J Human Behav. 1997;34(3-4):61-9.
[21]Solberg VS, Villarreal P. Examination of self-efficacy, social support, and stress as predictors of psychological and physical distress among Hispanic college students. Hispanic J Behav Sci. 1997;19(2):182-201.
[22]Dunkley DM, Blankstein KR, Halsall J, Williams M, winkworth G. The relation between perfectionism and distress: Hassles, coping, and perceived social support as mediators and moderators. J Couns Psychol. 2000;47(4):437-53.
[23]Elliott TR, Herrick SM, Witty TE. Problem solving appraisal and the effects of social support among college students and persons with physical disabilities. J Couns Psychol. 1992;39(2):219-26.
[24]Sohail N. Stress and academic performance among medical students. J Coll Physicians Surg Pak. 2013;23(1):67-71.
[25]Andrews B, Wilding JM. The relation of depression and anxiety to life-stress and achievement in students. Br J Psychol. 2004;95(Pt 4):509-21.
[26]Shields N. Stress, active coping, and academic performance among persisting and nonpersisting college students. J Appl Biobehav Res. 2001;6(2):65-81.
[27]Struthers CW, Perry RP, Menec VH. An examination of the relationship among academic stress, coping, motivation, and performance in college. Res High Educ. 2000;41(5):581-92.
[28]Jafarzadeh A, Reisi S, Rezayati MT. The viewpoint of outstanding and talented students about motivational factors influencing their academic achievement-Rafsanjan University of Medical science. Modern Care J. 2009;6(1):19-24. [Persian]
[29]Kohn PM, Hay BD, Legere JJ. Hassles, coping styles, and negative well-being. Pers Ind Differ. 1994;17(2):169-79.
[30]Imam S, Sherer, et al. General self-efficacy scale: Dimensionality, internal consistency, and temporal stability. Singapore; Proceedings of the redesigning Pedagogy: Culture, Knowledge and Understanding Conference; May 2007.
[31]Sohail N. Stress and academic performance among medical student. J Coll Physicians Surg Pak. 2013;23(1):67-71.
[32]Sarason IG, Sarason BR, Shears EN, Pierce GR. A brief measure of social support: Practical and theoretical implications. J Soc Pers Relationsh. 1987;4(4):497-510.
[33]Endler N, Parker JDA. Coping inventory for stressful situation [Internet]. Toronto: Multi-Health system. [Cited: Day? Month? Year?] Available from: http://www.mhs.com/product.aspx?gr=cli&id=overview&prod=ciss.
[34]Endler NS, Parker JD. Assessment of multidimensional coping: Task, emotion, and avoidance strategies. Psychol Assess. 1994;6(1):50-60.
[35]Jafarpour M, Esfandiari M, Mkhtarshahi ShB, Hossini F. The prevalence of postpartum depression and its association with stressful life events. J Kermanshah Uni Med Sci. 2006;10(4):320-31. [Persian]
[36]Tagharrobi Z, Fakharian E, Mirhoseini F, Rasoulinejad SA, Akbari H, Ameli H. Prediction of academic performance in the Students of operation room major at Kashan University of Medical Sciences (Kaums). J Med Educ Dev. 2011;4(6):1-9. [Persian]
[37]Yousefi A, Ghassemi G, Firouznia S. Motivation and academic achievement in medical students. J Educ Health Promot. 2012;1:4.
[38]Geranmayeh M, Khakbazan Z, Darvish A, Haghani H. Determining learning style and its relationship with educational achievement in nursing and midwifery students. Iran J Nurs Res. 2011;6(22):7-15. [Persian]
[39]Edraki M, Rambod M, Abdoli R. The Relationship between nursing students’ educational satisfaction and their academic success. Iran J Med Educ. 2011;11(1):32-9. [Persian]
[40]Khojasteh Mehr R, Abbaspour Z, Koraei A, Kochaki R. The effect of a "Succeeding in School" program on the academic performance, academic self-concept, attitude towards school, learning how to succeed in school and social adjustment of school students. J School Psychol. 2012;1(1):27-45. [Persian]
[41]Safari M, Sanaeinasab H, Rashidi Jahan H, Purtaghi GhH, Pakpur AH. Happiness, self-efficacy and academic achievement among students of Baqiyatallah University of Medical Sciences. J Med Educ Dev. 2014;7(13):45-56. [Persian]