engleski

Presence of stressors in education programs' structure and processes in formal education of working nurses

Objective: The aim of this study was to examine the presence of stressors related to the structure and programs’ processes, their severity and impact on stress of nurses during formal education and work. Subjects and Methods: Subjects were graduate students of nursing (67) who are also working nurses. As a survey instrument, a standardized questionnaire was used which, in its original form, has 51 items. Nurses-students responded to a 5-items Likert scale (stress-free, low stress, mild stress, high stress, extreme stress). Statistical analysis was performed using SPSS for Windows (version 9.0, Carry, New York, USA) with a significance level of 0.05. Results: In the field of program structure, 43.3% (29) of the respondents found attempting to maintain a balance between work commitments, obligations at home and time of study, extremely stressful, and 32.8% (22), highly stressful. This area had a total estimated average grade of 4 (high-stress). The presence of continuous lectures over two weeks is extremely stressful for 52.2% (35) of the respondents, while 25% (17) find it highly stressful. This area had an estimated total mean score of 5 or extremely stressful. In the field of program processes, lectures that last until 7 PM are extremely stressful for 44.85% (30) of the respondents and 14.9% (10) consider it highly stressful. This area had a total estimated average grade of 4 (high stress). Coping with the amount of study work is highly stressful for 35.85% (24) of respondents. Results within the age groups show a difference in the stress intensity in the overall program process (p = 0.038), morning lectures (p = 0.036) and commuting to lectures (p = 0.033). Respondents who finished their undergraduate study 6-15 years ago estimated lower levels of stress in the field of program structure and processes (3.3 M). Conclusion: During formal education of working nurses, stressors related to program structure and processes lead to medium to high levels of stress. This information is important, not only to nurses, but also study administrators.

stressors; education; working

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