الفهرس 
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Abstract
Summary
Many of researchers found that nursing students at University level are more vulnerable to stress rather than other students at the same stage.as nurses students faced by a quantum curriculum that requires too much skills and knowledge and other morals commitment that must be adopted to achieve success. Two major sources of stress may be experienced by the nursing students, clinical and academic stressors, which perceived differentially by the students. Due to the negative impact of stress on student’s life, such as ineffective studies, poor academic performance and the general health status, putting effective measures in place are pertinent to their success in academic and general life.
1- Aims of the study:
The aim of this study was to assess the perceived stress/ stressors among university nursing students through, answering the following research questions:
• What are the levels of stress perceived by university nursing students?
• What are the types of stressors commonly perceived and experienced by the university nursing students?
• Is there a relationship between the socio-demographic data and the perceived stress and stress levels among university nursing students?
2- Research design:
A descriptive exploratory design was used in this study.
3- Setting:
This study was conducted at the Faculty of Nursing of October 6 University at Giza governorate during the academic year 2020-2021.
4- Subjects:
A convenient sample of all available nursing students enrolled the faculty of nursing at the academic year 2020-2021.
5- Tools for Data Collection:
Part one: Socio-demographic questionnaire:
The socio-demographic questionnaire includes two sections;
The first section: The student’s personal characteristics, it was composed of items such as; age, sex, nationality, family residence, residence during study, family income, academic level, clinical course, last GPA and history of chronic disease.
The second section: The student’s parent characteristics, such as mother’s education, father’s education, mother’s occupation, father’s occupation, mother’s history of chronic diseases or disabilities and father’s history of chronic disease or disabilities.
Part Two: Perceived Stress Scale (10 items):
Perceived stress scale (10 items) used to assess the perceived stress levels among students which were originally developed by Sheldon Cohen (1988), it consisted of 10 items and is considered the most widely used psychological instrument for measuring the perception of stress.
Part Three: Perceived Stress Scale:
Perceived stress scale used to assess the stressors among students, which was originally developed by Sheu, Lin, and Hwang (1997) and had been adapted by Mohamed and Ahmed (2012). The scale consists of 42-items and then modified by the researcher by removing 6 irrelevant sub items and adding 2 new sub items to match with culture of the study subjects and setting.
The total number of the scale became 38 items grouped into 2 main factors as following:
A) Clinical Environment Factors (20 items) included the following sub items of stress namely; Hospital infrastructure (5 items), Hospital Staff (5 items), Patient care (5 items), Professional Skills (5 items)
B) Academic Environment Factors (18 items) included the following sub items of stress namely; Practical Labs (6 items), Peers and Daily life (4 items), Academic Staff (8 items)
The main study findings are as following:
• The studied nursing students had moderate and high levels of stress.
• The sources of stress related to the academic environmental factors are more stressful than the clinical environmental factors.
• There was a statistically insignificant relationship between perceived stress levels and the studied students socio-demographic characteristics
Conclusion:
Based on the study findings, the study concluded that, the studied nursing students had moderate and high levels of stress. The practical laboratories, peers and daily life and academic staff are the most important sources of stress related to academic environmental factors among the students. While the professional skills and patient care imposes the highest stress levels related to clinical environmental factors among the students. Furthermore there was a statistically insignificant relationship between perceived stress levels and the studied student’s socio-demographic characteristics. Finally, there is a statistically significant relationship between stress levels related to clinical environmental factors and students’ clinical courses; where obstetric nursing followed by pediatric nursing had the highest stress levels.
Recommendations:
Based on the main study findings, the following recommendations were deduced:
A) Institutional:
1. Guidance and counseling unit should be part of the faculty management system, as students can discuss issues affecting them.
2. The students’ union in collaboration with the sport council and management should organize and encourage for extracurricular activities and social programs for students.
3. New and creative methods of teaching should be organized during lectures and laboratories sessions that last for long hours (from 3-6 hours) in order to decrease stress and refresh students’ mind.
4. The faculty must save the times and opportunities for learning pre-admission English language courses, as most of the students get their early education in Arabic-medium schools; then, suddenly they are exposed to an entirely different instructional and learning environment where all lectures and subjects are in English language and they have to take examinations in English as well, these factors may affect most of the students’ performance and they make them feel stressed.
B) Educational:
5. Frequent interaction between academic staffs and students through compulsorily scheduled mentor-mentee programs on the faculty of nursing at October 6 University so, the students are able to ventilate their feelings and to obtain a guidance on how to schedule intensive courses through semester work.
6. The academic staff has many roles to play in preventive therapy, such as an instructor, motivator and therapist; their role should inspire a sense of meaning in the students’ lives. It is their job to assist the students in making meaning of their academic pursuit.
7. It is very important to arrange some workshops at the beginning of every semester thus, the students will be able to learn how to overcome the stress and perform well in the studies.