Abstract:
BACKGROUND:Knowledge of coping mechanisms is important for nursing and midwifery students to cope with stressful events during undergraduate education. OBJECTIVES:To evaluate the impact of a psycho-educational intervention "Coping with Stressful Events" with first year undergraduate nursing and midwifery students. DESIGN:A quasi-experimental, one-group pre-post-test. SETTINGS:One school of nursing/midwifery in one university in Ireland. PARTICIPANTS:A convenience sample of all first year undergraduate nursing and midwifery students (n=197). Of these 166 completed the pretest and 138 students completed the post test. METHODS:Using the COPE Inventory questionnaire (Carver et al., 1989) data was collected pre and post-delivery of the psycho-educational intervention "Coping with Stressful Events" by two research assistants. Data were analysed using the IBM SPSS Statistics version 22 (NY, USA). RESULTS:Results demonstrated improved coping skills by students. There were statistically significant differences between pre and post intervention for some coping subscales. For example, the mean subscale scores were lower post-intervention for restraint and mental disengagement, and higher for use of emotional and instrumental social support indicating improved coping strategies. CONCLUSIONS:This intervention has the potential to influence undergraduate nursing and midwifery students coping skills during their first year of an undergraduate programme.
journal_name
Nurse Educ Todayjournal_title
Nurse education todayauthors
McCarthy B,Trace A,O'Donovan M,O'Regan P,Brady-Nevin C,O'Shea M,Martin AM,Murphy Mdoi
10.1016/j.nedt.2017.11.034subject
Has Abstractpub_date
2018-02-01 00:00:00pages
273-280eissn
0260-6917issn
1532-2793pii
S0260-6917(17)30294-0journal_volume
61pub_type
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