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Preliminary study of stress in undergraduate nursing students in Singapore
Author(s) -
Lim Chi Ching,
Chua Tse Lert,
Creedy Debra K.,
Chan Moon Fai
Publication year - 2009
Publication title -
asia‐pacific psychiatry
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.654
H-Index - 21
eISSN - 1758-5872
pISSN - 1758-5864
DOI - 10.1111/j.1758-5872.2009.00019.x
Subject(s) - stressor , social support , psychology , coping (psychology) , scale (ratio) , stress (linguistics) , exploratory research , rating scale , affect (linguistics) , nursing , clinical psychology , medicine , medical education , developmental psychology , social psychology , linguistics , philosophy , physics , communication , quantum mechanics , sociology , anthropology
Stress experienced by nursing students may adversely affect academic achievement, personal wellbeing and long‐term professional capabilities. The current study is the first to report levels and sources of stress among Singaporean students undertaking a pre‐registration baccalaureate nursing degree. Methods: An exploratory survey was conducted with students from all three year levels ( n =112, 65% response rate) using the Stress in Nursing Students (SINS) scale. Use of this tool also enabled a regional comparison of results with published data from a nursing cohort in Hong Kong. Perceptions of support were measured using the Social Support Rating Scale (SSRS). It was hypothesized that students with higher levels of social support would report less stress. Results: In comparison to other year levels, Year 3 students reported higher levels of overall, clinical, and financial stress. There were statistical differences between Year 3 and Year 1 students in relation to clinical and financial stressors, but not with Year 2, nor were relationships found across year of study and confidence and education subscales. Level of stress was lower compared to Hong Kong nursing students. There were statistically significant differences on stress associated with clinical ( P <0.01) and confidence ( P <0.001) domains between datasets, but no differences on subscale scores for education and financial stressors. Social support was not statistically associated with stress. Discussion: Student stress increased throughout the program and was not mediated by social support. Awareness of types and progression of stress can inform professional development activities to bolster coping, and minimize adverse psychological, academic and professional consequences.