Stress, stressors and related factors in clinical learning of midwifery students in Iran: a cross sectional study.
Ontology highlight
ABSTRACT:
SUBMITTER: Rezaei B
PROVIDER: S-EPMC7079459 | biostudies-literature | 2020 Mar
REPOSITORIES: biostudies-literature
Publications
Stress, stressors and related factors in clinical learning of midwifery students in Iran: a cross sectional study.
Rezaei Behrooz B Falahati Juliana J Beheshtizadeh Raziyeh R
BMC medical education 20200318 1
<h4>Background</h4>Midwifery is an emotionally challenging profession, and academic education of midwifery especially clinical learning has its own specific challenges. Midwifery students face with stressful experiences, especially related to instructor and characteristics of clinical environment, which can affect their theoretical and practical abilities. There is insufficient evidence in this field. This study aimed to explore (1) the perceived stress and stressors of midwifery students and (2 ...[more]
Similar Datasets
Project description:In recent decades, many studies have been carried out on the importance of Kolb experiential learning theory (ELT) in teaching-learning processes and its effect on learning outcomes. However, some experts have criticized the Kolb theory and argue that there are some ambiguities on the validity of the theory as an important predictor of achievement. This study has been carried out on dental students' educational achievement in relation to their dominant learning styles based on Kolb theory in Mashhad University of Medical Sciences (Iran).In a cross sectional study, Kolb Learning Style Inventory (LSI Ver. 3.1) as well as a questionnaire containing students' demographic data, academic achievement marks including grade point average (GPA), theoretical and practical courses marks, and the comprehensive basic sciences exam (CBSE) scores were administered on a purposive sample of 162 dental students who had passed their comprehensive basic sciences exam. Educational achievement data were analyzed in relation to students' dominant learning styles, using descriptive and analytical statistics including χ2, Kruskal-Wallis and two-way ANOVA tests.The dominant learning styles of students were Assimilating (53.1%), Converging (24.1%), Diverging (14.2%) and Accommodating (8.6%). Although, the students with Assimilating and Converging learning styles had a better performance on their educational achievement, there was no significant relationship between educational achievement and dominant learning style (P≥0.05).Findings support that the dominant learning style is not exclusively an essential factor to predict educational achievement. Rather, it shows learning preferences of students that may be considered in designing learning opportunities by the teachers.
| S-EPMC4803897 | biostudies-other
Project description:Objective:The purpose of this study was to assess the level of psychological stress and the perceived stressors among the undergraduate clinical dental students of Shiraz School of Dentistry. Materials and Methods:This study was conducted during the second semester of the academic year 2018-2019 at Shiraz School of Dentistry, Shiraz University of Medical Sciences, Iran. The study group consisted of 150 dental clinical students. The participants were surveyed via the validated Depression, Anxiety, and Stress Scale (DASS-21) and the Dental Environment Stress (DES) questionnaires. One-way ANOVA, post hoc Tukey's test, repeated measure ANOVA, Holm-Sidak's test, and t-test were performed to analyze the data after the normality of the data was checked by Kolmogorov-Smirnov test. The P values of less than 0.05 were considered as statistically significant. Results:No significant differences were observed among the dental students with different academic levels in terms of depression and anxiety scores (P=0.057 and 0.154, respectively). The lowest and highest stress scores were observed among the sixth- and fifth-year students, respectively (P values <0.05). The scores of the stressors associated with the academic factors were significantly higher than those of the other domains (P<0.05) except for that of the clinical education domain (P=0.070). The females showed significantly higher DES scores (P values <0.05). Conclusion:The highest and lowest stress levels were observed among the fifth- and sixth-year students, respectively. The primary sources of stress were academic factors and clinical education. The females expressed higher levels of stress in certain areas of dental training.
| S-EPMC7024806 | biostudies-literature
Project description:The impact of COVID-19 on midwifery students is anticipated to be multi-faceted. Our aim was to explore Australian midwifery students' experiences of providing maternity care during the COVID-19 pandemic. In a cross-sectional study 147 students were recruited through social media. Data were collected through an online survey and semi-structured interviews. Surveys were analysed using descriptive statistics; interviews and open text responses were interpreted through qualitative analysis. Findings revealed students found communication from hospitals and universities to be confusing, inconsistent and they relied on mass media and each other to remain updated. Moving to online learning and being isolated from peers made learning difficult. During clinical placements, students felt expendable in terms of their value and contribution, reflected in essential equipment such as personal protective equipment not always being available to them. Witnessing perceived compromised midwifery care increased students' emotional burden, while personal household responsibilities and financial concerns were problematic. One silver lining witnessed was women's appreciation of an improved 'babymoon', with fewer visitors, allowing uninterrupted time to establish breastfeeding and connection with their baby. Findings may guide management of midwifery education during future pandemics or health crises for universities and hospitals.
| S-EPMC7870440 | biostudies-literature
Project description:BackgroundVeterinary education, is a rigorous professional training program, which exposes students to significant academic and non-academic pressures. The identification of stressors and stress levels among veterinary students mighty help the designing and implementation of coping strategies to protect the students' mental health.MethodsA 44-item based cross-sectional questionnaire survey was prepared and disseminated among veterinary students in India to identify the stressors responsible, measure the amount of stress, and relate stress to characteristics like gender, degree year, and family income. A total of n = 611 veterinary students across 14 states including 27 colleges/universities participated in the study. The collected data was evaluated for sampling adequacy, construct validity, and reliability using a set of statistical tests.ResultsThe analysis revealed high sampling adequacy with a KMO value of 0.957 and a highly significant anti-image correlation (p < 0.001). The principal component analysis generated six factors or subscales which effectively explained 51.98% of the variance in the data, depicting high construct validity. The Cronbach's alpha value of 0.957 revealed high internal consistency for the questionnaire. Analysis revealed more than 94% of pupils under stress, with levels ranging from moderate to severe. Academic-related stressor (95.58%) was the leading cause of overall stress in the present study followed by inter- and intrapersonal and career related-stressors (93.12%) and exams and evaluation-related stressor (90.99%). In comparison to male students, female students reported significantly higher levels of overall stress, academic stress, and intrapersonal and interpersonal stress (p < 0.001) using Chi-square. The students from lower-income families experienced significantly higher overall stress as well as stress due to family responsibilities (p < 0.001). The first-year undergraduate students reported significantly higher (p < 0.001) stress due to family responsibilities-related stressors whereas second-year students due to social activities-related stressors. The hierarchal regression model predicted that gender, family income, academic-related stressors, inter- and intrapersonal and career-related stressors, and social activities-related stressors can be employed to evaluate overall stress among students, as they ensured the maximum variance in the data (p < 0.001).ConclusionsTo the best of our knowledge, this is the first Indian study to identify stressors, quantify associated stress and predict major attributes to be targeted in future studies for veterinary students.
| S-EPMC9720151 | biostudies-literature
Project description:Given that there is only a limited body of evidence available concerning the dietary habits of Spanish university students, the present study assesses the quality of this group's diet, their adherence to the National Food-Based Dietary Guidelines, and the predictive factors of their diet quality. To do so, a cross-sectional study was performed on a sample of 1055 students. The quality of the participants' diets was then analysed by using the Spanish Healthy Eating Index, and then their level of compliance was assessed in light of the dietary recommendations put forth by the Spanish Society for Community Nutrition. According to these standards, only 17.4% of the participants had a healthy diet. The level of compliance with the recommendations was poor, highlighting especially the low levels of "fruit" and "vegetables" that they consumed as well as high levels of "cold meats and cuts" and "sweets". The factors that predicted a worse diet are being male, living alone, low levels of physical activity, smoking, high alcohol intake, leading a sedentary lifestyle, psychological distress, and insomnia (p < 0.005). Furthermore, participants with low or high body weights showed signs of a higher quality diet (p < 0.001). The present findings suggest that a significant proportion of university students ought to change their dietary habits; these also attest to the importance of developing strategies that are directly targeted at university students in order to promote a healthy diet.
| S-EPMC8537817 | biostudies-literature
Project description:Emotional intelligence is an important skill for nurses and midwives and leads them to cleverly work in various fields and contexts, successfully handling colleagues, patients and their families. The aim of this cross-sectional study is to evaluate the relationship between emotional intelligence, sociodemographic and academic variables in current and former master's degree students in nursing and midwifery, through the administration of a questionnaire to 71 subjects. Emotional intelligence is significantly related to gender. Females showed higher scores (0.2 points higher than men) for emotional intelligence factors, highlighting an excellent ability to "evaluate and express emotions in relation to others". Moreover, significant differences in academic performances are shown: both females and midwives demonstrated higher academic performance (a mean degree mark 3.8 points higher than men and a mean degree mark 2.6 point than nurses, respectively). High levels of emotional intelligence in individuals who carried out training activities in the organization area are also evident: These subjects have an ability regarding the "regulation of emotion in the others", which is significantly higher (p = 0.01) than those interested in other master's degree areas. Emotional intelligence (EI) is strongly linked to the individual's characteristics and their personalities and differs from technical and professional skills. EI is also an excellent predictor of professional success.
| S-EPMC7504047 | biostudies-literature
Project description:BackgroundSimulation-based education is a teaching and learning approach that can enhance learning experiences for students on healthcare programmes. Within undergraduate nursing and midwifery education, simulation can support students in developing graduate attributes necessary to become practice-ready professionals. This paper reports on the evaluation of a simulation-based education initiative, which was introduced to support final year undergraduate nursing and midwifery students in preparation for their upcoming clinical internship in practice.MethodsThis study aimed to evaluate a simulation-based education initiative from the perspectives of final year undergraduate nursing and midwifery students (N = 95). An online survey, using the validated Simulation Effectiveness Tool - Modified (SET-M), was distributed to final year nursing and midwifery students at one university in Ireland. This study was conducted and reported in line with the Consensus-Based Checklist for Reporting of Survey Studies (CROSS).ResultsThe results of the study highlight final year nursing and midwifery students' perceptions, experiences, and satisfaction with learning in a simulated environment. Students reported their simulation-based learning experiences as worthwhile, motivating, and as important opportunities to build on previous learning, increase confidence and gain experience in preparation for real-life practice. Students reported feeling more confident in their assessment skills, in providing care and interventions in responding to changes in a person's health status. All students reported that the simulation-based learning experiences enabled them to think more critically about the clinical case scenarios and critically question their actions and decision-making processes. Pre-briefing and debriefing sessions were highlighted as important aspects of the simulation which helped to increase student confidence and cultivate meaningful learning.ConclusionSimulation-based education is a valuable teaching and learning modality, particularly for final year students who are transitioning to real-life clinical practice. Student-centred simulation-based learning experiences can cultivate professional development and support learners in their transition from university student to healthcare professional.
| S-EPMC9637299 | biostudies-literature
Project description:BackgroundData on student experience of the clinical learning environment in Ghana are scarce. We therefore aimed to assess students' evaluation of the clinical learning environment and the factors that influence their learning experience.MethodsThis was a cross-sectional survey of 225 undergraduate nursing and midwifery students. We used the Clinical Learning Environment and Supervision + Nurse Teacher (CLES +T) evaluation scale to assess students' experience of their clinical placement. The association between student demographic characteristics and clinical placement experience was determined using t-test or ANOVA.ResultsMost of the sampled students were Nurses (67%) and in the third year of training (81%). More students received supervision from a nurse (57%) during clinical placement and team supervision (67%) was the most common during clinical placement. Nursing students were more likely to rate their clinical experience better than midwifery students (p=0.002). Students who had increased contact with private supervisors were also more likely to rate their experience higher (p=0.002). Clinical experience was also rated higher by students who received successful supervision compared to those who had unsuccessful or team supervision (p=0.001).ConclusionTeam supervision is high in health facilities where students undertake clinical placement in Ghana. Frequent contact with private supervisor and successful supervision are associated with better rating of clinical experience among Ghanaian undergraduate nursing and midwifery students.
| S-EPMC7791834 | biostudies-literature
Project description:BACKGROUND:We investigated the prevalence of hallux valgus (HV) and examined its association with various factors in a cross-sectional study of Japanese female university students. METHODS:A questionnaire survey of foot symptoms, lifestyle, and body mass index (BMI) was administered to 343 women who provided informed consent at a women's university. Footprints were obtained and bone density was measured. Associations of HV with various factors were analyzed by logistic regression analysis. RESULTS:Big toe pain was reported in 26.5% of the women. HV (HV angle, ?15°) was present in the left foot in 22.4%, the right foot in 20.7%, and unilaterally or bilaterally in 29.7% of women. Mild HV (HV angle, ?15° to <20°) was noted in the left foot and right foot in 13.4% and 13.1% of women, respectively; no severe HV (HV angle, ?40°) was observed. HV was associated with big toe pain (adjusted OR: 3.56, 95% CI: 2.01-6.32), history of HV in the mother or maternal grandmother (adjusted OR: 2.45, 95% CI: 1.19-5.02), and history of HV in other family members (adjusted OR: 3.09, 95% CI: 1.35-7.06). Moderate HV was associated with big toe pain (adjusted OR: 4.58, 95% CI: 2.17-9.66) and history of HV in the mother or maternal grandmother (adjusted OR: 3.36, 95% CI: 1.40-8.07). The proportion of women with big toe pain increased significantly with HV severity. CONCLUSIONS:HV was present in about 30% of female university students. Young women with big toe pain or a family history of HV should be evaluated for HV.
| S-EPMC4000767 | biostudies-literature
Project description:There is mounting evidence that Facebook Addiction is associated with poor mental health, physical symptoms, social dysfunction, and despair among the adolescent and youth population. The current study set out to identify the prevalence of Facebook Addiction among Bangladeshi medical students as well as its influencing factors. This cross-sectional survey was conducted on 720 randomly selected medical students from eight public medical colleges from January to June 2022. Data were obtained using a semi- structured, self-reported questionnaire and analyzed using the SPSS v.23 programs. The Bergen Facebook Addiction Scale BFAS was used to assess Facebook Addiction, while the Generalized Anxiety Disorder GAD-7, Patient Health Questionnaire PHQ-9, Perceived Stress Scale PSS10, Chen Internet Addiction Scale CIAS, and Pittsburg Sleep Quality Index PSQI was used to assess anxiety, depression, perceived stress, internet addiction, and sleep quality. Binary logistic regression was used to evaluate the influence of several demographic, psychological, and behavioral characteristics on the likelihood of respondents being addicted to Facebook. Facebook Addiction was observed in 29.4% of medical students. According to data, 63.7% of medical students reported mild to severe anxiety, 29.3% moderate to severe depression, and 84.9% moderate to high perceived stress. Lack of personal income [OR with (95% CI), 1.82 (1.13, 2.96)], poor academic performance [2.46 (1.45, 4.15)], moderate anxiety [2.45 (1.22, 4.92)], moderate perceived stress [5.87 (1.92, 17.95)], and moderately severe depression [2.62 (.97, 7.08)] were all found to play a significant role in the development of Facebook Addiction. However, living with parents [OR with (95% CI), .37 (.14, .95)] and positive family relationships [.40 (.18, .87)] reduces the likelihood of becoming addicted to Facebook. An integrated participative Behavioral and psychological intervention should be devised to reduce the risks of Facebook addiction in medical students while also improving their mental health-related quality of life.
| S-EPMC10021403 | biostudies-literature