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Document Type

Thesis - University Access Only

Award Date

2005

Degree Name

Master of Science (MS)

Department / School

Graduate Nursing

First Advisor

Margaret Hegge

Keywords

nursing student psychology, nursing study and teaching, stress, adjustment, educational acceleration

Abstract

Accelerated baccalaureate student nurses (N = 59) responded via mail to a written survey regarding their perceptions of stressors and the helpfulness of various coping strategies during the accelerated program. A convenience sample consisting of accelerated students at three public and three private universities from geographically diverse locations across the United States were invited to participate in this study. Most students rated their stress as extensive or extreme. The amount of material in a short time and personal/family life issues were the most frequently mentioned stressors. The least helped coping strategy subcategories on the COPE Scales inventory (Carver, Scheier, and Weintraub, 1989) were denial and behavioral disengagement The most helpful coping strategy subcategories were turning to religion and seeking social support for emotional reasons. Students' most frequent advice for future accelerated student nurses included focus on time management, teamwork with peers, anticipate stress, and take one day at a time.

Library of Congress Subject Headings

Nursing students -- Psychology.
Nursing -- Study and teaching (Higher)
Stress (Psychology)
Adjustment (Psychology)
Educational acceleration.
Stress (Physiology)

Format

application/pdf

Number of Pages

119

Publisher

South Dakota State University

Rights

Copyright © 2005 Vicky Larson. All rights reserved

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