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Nurse educators are critical players in assuring quality of nursing education. They experience ever-changing health care environment while preparing the nursing work. If they are prepared to face this, quality of care provided to individual and community would improve. The aim of this study is to compare the stressors face and coping strategies used by nurse educators in the Military nursing school, with their peers in technical nursing schools affiliated to the Ministry of Health in Alexandria. The study was conducted on 25 Military nurse educators and 52 nurse educators of technical nursing schools of Ministry of Health. A structured interview – questionnaire was developed to collect the needed data. The study results revealed high level of stress among nurse educators of the Military nursing school regarding work shifts, sharing in the military training for parades and ceremonies. However, high level of stress was predominant among nurse educators of the nursing schools affiliated to the Ministry of Health with low salary, no chance for job promotion and inadequate supplies and equipment in clinical fields. The study recommended offering appropriate fringe benefits and to conduct stress relieve programs. INTRODUCTION Education as a profession is a complex activity, with different sources of jobrelated stressors. Nurse educators are faced with daily challenges in their roles as educators, while they strive to transform teaching practice for future health care needs. Many of these issues are new, complex, and require creative approaches. It was reported that within the last five years of teaching, 46% of teachers are likely to leave the field of education . 126 Bull High Inst Public Health Vol.39 No.1 [2009] Job-related stressors are emotional, cognitive, behavioral, and physiological reaction to aversive and noxious aspects of work environment and work organizations. It is a state characterized by high level of arousal and distress and is often concerned by feelings of not coping. These job-related stressors were categorized into personal and job/ work factors. The personal factors were family responsibility as well as personal illness. Job/ work factors include daily organizational problems, work overload, low payment, leadership responsibility of nurse-students whether in classroom or in the clinical areas, lack of supplies and equipment in clinical setting, the ability to make decisions and relate knowledge in different circumstances in clinical areas, conflicts between nurse educators and hospital staff and working hours (2, . The arrangement of working hours is a major factor in attracting, retaining and satisfying staff which means scheduling. Scheduling is developing a plan for where and when personnel are to work within the parameters dictated by law . It is the process of determining when each member will be on, or off duty and which shift she will work. When, the nursing school is an indoor school like the Military nursing school the nursing school managers and colleagues of nurse educators usually play a big role of support and control of nurse educators’ job related stressors , and the main factor of these stressors, again is scheduling. The staffing schedule plan should enable the staff to meet the objectives, standards and policies of the school. It should provide satisfaction of the staff in their work and some flexibility in meeting unexpected personnel changes such as sick leave and coverage for holidays and vacations . Nurse educators during their work are Abd El-Aziz & Ahmed 127 exposed to job/work stressors. These lead to emotional exhaustion and psychiatric morbidity at the same time, they are critical players in assuring quality of nursing education. They experience-ever changing health care environment while preparing the nursing work. If they were prepared to face this, quality of care provided to individual and community would be improved. On the other hand, when the degree of stress is not stimulating enough, lack of interest, boredom, low motivations, and even poor performance can result. Stress perception is highly subjective; it depends on the individual personality, overall human condition and available resources. Stress might be positive, motivator of energy, but if it becomes chronic or exceeding individual abilities, it would lead to negative effects resulting in physical complaints like headache, fatigue as well as cardiovascular diseases. Psychological problems like confusion, lack of concentration and mood changes don’t only affect individuals; but they also, become expensive problem in work place leading to less productivity . Coping strategies were defined as the process through which the individual mange the demands of the individual environment. Lazaras and Folkman (1984) had classified coping strategies into two types, namely: cognitive /emotional and the second was behavioral coping strategies. The cognitive/ emotional coping strategies could be used to alternate the way of thinking about response to the stressors. It included seeking help from God, seeking emotional support from family members and friends, and kept feeling to one self. Behavioral coping strategies (problem solving strategies) could be used to make action to adverse stressful 128 Bull High Inst Public Health Vol.39 No.1 [2009] circumstances for solving the problem. Any of these could be adaptive or maladaptive coping strategies based on its impact on dealing with stressful event. Many international studies attempted to study stressors affecting nurse educators. Harri (1995) found that 87% of nurse educators had emotional exhaustion, 70% of them felt psychological illness, their burn out reached 79% and on the personal level 18% of them were worried about their children. Harri added that the stressors affecting nurse educators had a negative impact on the quality of their working life which lead to change their job location in 65% where as absenteeism reached 50%. Moreover, these stressors induced a huge problem in nursing education, leading to teaching process deterioration. Moreover, in Northern Ireland, Hunter and Davis (1993) found the work overload, clinical training problems, heavy clerical activities, and lack of support of school manager were sources of nurse educators’ stressors. These stressors had high negative effects on the majority of them and their partners. In Egypt, the study that assesses job-related stressors was mostly related to nurses in clinical areas. Nurse educators stressors could be a real problem that had a negative effect on the nurses’ education, and health status leading to job dissatisfaction and inadequate performance. This study aimed to: compare the stressors faced and coping strategies used by nurse educators in the Military nursing school, with their peers in technical nursing schools affiliated to the Ministry of Health in Alexandria. SUBJECTS AND METHODS A) Setting of the study: Abd El-Aziz & Ahmed 129 The study was carried out in two settings: I-Military Technical Nursing School in Alexandria affiliated to the Army forces. IITechnical Nursing Schools affiliated to the Ministry of Health, namely: ElGommhoria, Dar-Ismail, Ras El-Teen, AlAmirraih, Borg El-Arab, and Abou Keer technical nursing schools. B) Subjects of the study: All nurse educators in the above mentioned 7 hospitals were included. From The Military Nursing School, participants were 25; 15 were holding Bachelor of Nursing Science; while, 10 were holding diploma degree of nursing. Nurse educators from the other 6 hospitals, which were affiliated to the Ministry of Health, were 52; classified as: 27 holding Bachelor of Nursing Science, and 25 holding diploma degree. C) Tools: A structured interview – questionnaire was developed to assess the nurse educators experienced stressors based on review of current related literature and items were modified after Licert. The questionnaire composed of 5 parts: Part 1: The socio-demographic characteristics of the sample including: age, marital status, educational qualifications, and years of experiences. Part 2: Work related stressors such as rules and regulations and working environmental conditions. Part 3: Personal stressors. Response of nurses was measured on five point Likert scale (1-5) ranging from no stress (1 point) to extreme stress (5 points). Stress rating scale total score was classified as follows: • 20% -39% low stress level. • 40% 69% moderate stress level. 130 Bull High Inst Public Health Vol.39 No.1 [2009] • 70% 100% high stress level. Part 4: Symptoms of stress. Part 5: Cognitive-emotional coping strategies among nurse educators. METHODS A) Pilot study: A pilot study was carried out on 15 nurse educators from the 7 schools included in the study in order to check and ensure the clarity of the questionnaire, Identify obstacles that may be encountered in collecting data. In the light of the findings of the pilot study, the questionnaire was put in its final form. B) Data collection: The technique used in this study was the individual interview. Each interview took a period of one hour. Three educators were interviewed daily after the work shift. Data were collected in three months period from 19 of November, 2006 to 18 of January, 2007. C) Statistical Analysis: Data were tabulated and statistically analyzed using (SPSS version 11.0). Frequencies and percentages were calculated. Mean and standard deviation, and X value were used to compare the study groups. The threshold of Significance was less than 5 %. RESULTS As regards the socio-demographic characteristics of the studied sample Table (1) showed that 72% of the sample of Military nursing school; their age ranged between 25-35 years with a mean age of 29.135± 3.572 and 59.6% of educators of the other schools, affiliated to Ministry of Health, their age ranged between 35-45 years with a mean of 31.672±501 years. The majority (92%) of nurse educators of the Military nursing school as well as 84.6%

Job Stressors and Coping Strategies among Nurse Educators at Military Secondary Technical Nursing School in Alexandria: Comparative Study