The Relationship between Nursing Students' Fear of COVID-19 and General Self-Efficacy and Clinical Stress Levels

Leyla Zengin Aydın; Aysel Doğan

doi:10.31125/hunhemsire.1180390

Research Article

Hemşirelik Öğrencilerinin COVİD-19 Korkusu ve Özyeterlilikleri ile Klinik Stres Düzeyleri Arasındaki İlişki

Year 2023, Volume: 10 Issue: 3, 214 - 220, 28.12.2023

Leyla Zengin Aydın Aysel Doğan

https://doi.org/10.31125/hunhemsire.1180390

Abstract

Amaç: Araştırma, hemşirelik öğrencilerinin COVID-19 korkusu ve öz yeterlilikleri ile klinik stres düzeyleri arasındaki ilişkinin incelenmesi amacıyla yapıldı.
Gereç ve Yöntem: Araştırma, bir üniversitenin sağlık bilimleri fakültesinin hemşirelik birinci sınıf öğrencilerinde Temmuz ve Ağustos 2021 tarihleri arasında tanımlayıcı ve kesitsel tipte yapıldı. Araştırmada örneklem seçimi yapılmadan çalışmaya katılmayı kabul eden 89 hemşirelik öğrencisi ile tamamlandı (Evrenin %91’ine ulaşıldı). Araştırma verileri, Öğrenci Tanıtıcı Bilgi Formu, COVID-19 Korkusu Ölçeği, Genel Öz Yeterlilik Ölçeği, Klinik Stres Anketi kullanılarak toplandı.
Bulgular: Öğrencilerin yaş ortalamasının 20.24±1.15 olduğu, %59.6’sının kadın olduğu, %43,8’inin COVID-19 geçirdiği, % 60.7’sinin ailesinin COVID-19 geçirdiği ve % 14.6’sının COVID-19 nedeniyle kayıp yaşadıkları belirlendi. Öğrencilerin COVID-19 Korkusu Ölçeği puan ortalaması 24.83±5.87, Genel Öz Yeterlilik Ölçeği puan ortalaması 63.91±11.18 ve Klinik Stres Anketi puan ortalaması 31.19±7.8’dir. Öğrencilerin, COVID-19 Korkusu Ölçeği toplam puanı ile Genel Öz Yeterlilik Ölçeği toplam puanı arasında pozitif anlamlı bir ilişki bulunurken (p<0.05), diğer ölçek toplam puanları arasında anlamlı bir ilişki bulunmadı (p>0.05).
Sonuç: Bu çalışmada, hemşirelik birinci sınıf öğrencilerinin yüksek düzeyde COVID-19 korkusu yaşadıkları, genel öz yeterliliklerinin yüksek düzeyde olduğu ve ilk klinik uygulama deneyimlerinde düşük düzeyde stres yaşadıkları belirlendi.

Keywords

COVID-19 korkusu, genel özyeterlilik, hemşirelik öğrencileri, klinik stres

Supporting Institution

Yoktur.

Project Number

Thanks

Bu çalışmaya gönüllü katılmayı kabul ederek soruları içtenlikle yanıtlayan öğrencilere teşekkür ederiz.

References

1. Zhu N, Zhang D, Wang W, Li X, Yang B, Song J, et al. A Novel Coronavirus from Patients with Pneumonia in China, 2019. N Engl J Med. 2020;382(8):727-33.
2. Dikmen AU, Mediha K, Özkan S, İlhan MN. COVID-19 epidemiyolojisi: Pandemiden ne öğrendik. Journal of biotechnology and strategic health research. 2020;4:29-36.
3. Wu Z, McGoogan JM. Characteristics of and important lessons from the coronavirus disease 2019 (COVID-19) outbreak in China: Summary of a report of 72 314 cases from the Chinese Center for Disease Control and Prevention. JAMA. 2020;323(13):1239-42.
4. Doğan A, Karasu F, Yilmaz L. The effects of nurses’ use of personal protective equipment on their vital signs during the COVID-19 pandemic. Work. 2022;71(4):843-50.
5. Gencer N. Pandemi sürecinde bireylerin koronavirüs (Kovid-19) korkusu: Çorum örneği. USBAD. 2020(4):1153-73.
6. Satici B, Gocet-Tekin E, Deniz M, Satici SA. Adaptation of the Fear of COVID-19 Scale: Its association with psychological distress and life satisfaction in Turkey. Int. J Ment Helth Addiction. 2021;19(6):1980-8.
7. Cetintepe SP, İlhan MN. COVID-19 salgınında sağlık çalışanlarında risk azaltılması. J Biotec Strateg Health Res. 2020;4:50-4..
8. Oliveira G, Rossi M. COVID-19, social isolation and human stress comparative behavior & welfare. NY Sci J. 2020;13(5):14-22.
9. Yanık D, Yeşilçınar İ. COVID-19 pandemi sürecinde yaşanan sosyal izolasyonun hemşirelik öğrencileri üzerindeki etkileri: Niteliksel araştırma. Sağlık Akademisyenleri Derg. 2021;8(2):103-12.
10. Yağan SA. Üniversite öğrencilerinin COVID-19 salgını sürecinde yürütülen uzaktan eğitime yönelik tutum ve görüşleri. APJEC. 2021;4(1):147-74.
11. Kim Y, Park H, Hong SS, Chung HJ, Kim Y, Park H, et al. Effects of a neonatal nursing practice program on students’ stress, self-efficacy, and confidence. Child Health Nursing Research. 2018;24(3):319-28.
12. Henderson A, Harrison P, Rowe J, Edwards S, Barnes M, Henderson S. Students take the lead for learning in practice: A process for building self-efficacy into undergraduate nursing education. Nurse Educ Pract. 2018;31:14-9.
13. Perry C, Henderson A, Grealish L. The behaviours of nurses that increase student accountability for learning in clinical practice: An integrative review. Nurse Educ Today. 2018;65:177-86.
14. Sançar B, Çelik A, Işık MT. Hemşirelikte teorik eğitim ve mesleki uygulama arasındaki etkileşimin, öğrencilerin öz yeterlik düzeyi ile ilişkisi. Samsun Sağ Bil Derg.2021;6(2):401-18.
15. Açıksöz S, Uzun Ş, Arslan F. Assessment of relationship between nursing students’ self-efficacy and levels of their anxiety and stress about clinical practice. Gülhane Tıp Derg. 2016;58(2):129.
16. Bandura A. Self-efficacy. The Corsini encyclopedia of psychology. 2010:1-3.
17. Zulkosky K. Self‐efficacy: A concept analysis. Nursing forum. 2009;44(2):93-102.
18. Masha'al D, Rababa M, Shahrour G. Distance learning–related stress among undergraduate nursing students during the COVID-19 pandemic. J Nurs Educ. 2020;59(12):666-74.
19. Sharif F, Masoumi S. A qualitative study of nursing student experiences of clinical practice. BMC Nurs. 2005;4(1):1-7.
20. Burnard P, Edwards D, Bennett K, Tothova V, Baldacchino D, Bara P, et al. A comparative, longitudinal study of stress in student nurses in five countries: Albania, Brunei, the Czech Republic, Malta and Wales. Nurse Educ Today. 2008;28(2):134-45.
21. Küçükosmanoğlu H. Sağlık hizmetleri alanı öğrencilerinin öz-etkililik-yeterlik düzeyleri ile klinik uygulamada yaşadıkları stresin ilişkisi [Doktora Tezi]. İstanbul: Marmara Üniversitesi; 2019.
22. Okutan M, Tengilimoğlu D. İş ortamında stres ve stresle başa çıkma yöntemleri: bir alan uygulaması. Gazi Üniv İktisadi ve İdari Bilimler Fak Derg. 2002;4(3):15-42.
23. Carolan C, Davies CL, Crookes P, McGhee S, Roxburgh M. COVID 19: Disruptive impacts and transformative opportunities in undergraduate nurse education. Nurse Educ Pract. 2020;46:102807.
24. Dewart G, Corcoran L, Thirsk L, Petrovic K. Nursing education in a pandemic: Academic challenges in response to COVID-19. Nurse Educ Today. 2020;92:104471.
25. Morin K. Nursing education after COVID-19: Same or different?. J Clin Nurs. 2020;29:3117–9.
26. Liu Q, Luo D, Haase JE, Guo Q, Wang XQ, Liu S, et al. The experiences of health-care providers during the COVID-19 crisis in China: A qualitative study. Lancet Glob Health. 2020;8(6):e790-e8.
27. Nakışci̇ Kavas B, Develi A. Çalışma Yaşamındaki Sorunlar Bağlamında Covid-19 Pandemisinin Kadın Sağlık Çalışanları Üzerindeki Etkisi. Inter Anatol J Soc Sci. 2020;4(2):84-112.
28. Aysun T, Akkoç İ. Hemşirelerde Öz-Yeterliliğin Girişimci Davranışa Etkisi ve Demografik Özellikler Açısından İncelenmesi. Toros Üniv İİSBF Sos Bil Derg. 2019;6(11):86-107.
29. Fofana NK, Latif F, Sarfraz S, Bashir MF, Komal B. Fear and agony of the pandemic leading to stress and mental illness: An emerging crisis in the novel coronavirus (COVID-19) outbreak. Psychiatry Res. 2020;291:113230.
30. Torales J, O’Higgins M, Castaldelli-Maia JM, Ventriglio A. The outbreak of COVID-19 coronavirus and its impact on global mental health. Int J Soc Psychiatry. 2020;66(4):317-20.
31. Ahorsu DK, Lin CY, Imani V, Saffari M, Griffiths MD, Pakpour AH. The fear of COVID-19 scale: development and initial validation. Int J Ment Health Addict. 2022;20(3):1537–45.
32. Sherer M, Maddux JE, Mercadante B, Prentice-Dunn S, Jacobs B, Rogers RW. The self-efficacy scale: construction and validation. Psychol Rep. 1982;51(2):663-71.
33. Yıldırım F, İlhan İ. Validity and reliability study of the Turkish form of the general self-efficacy scale. Turk J Psych. 2010;21(4):301-8.
34. Pagana KD. Psychometric evaluation of the clinical stress questionnaire (CSQ). J Nurs Educ. 1989;28(4):169-74.
35. Sendir M, Acaroglu R. Reliability and validity of Turkish version of clinical stress questionnaire. Nurse Educ Today. 2008;28(6):737-43..
36. Demiray A, İlaslan N. Standardize hasta uygulamasının birinci sınıf hemşirelik öğrencilerinin öz etkililik-yeterlik ve ilk klinik deneyim sırasındaki stres düzeylerine etkisi. CUSBED. 2021;6(2):162-72.
37. Karadağ E, Aksoy Derya Y, Ucuzal M. Self-efficacy-efficacy levels of health school students. Maltepe Üniv Hemş Bil Sanat Derg. 2011;4(1):13-20.
38. Zengin N. Sağlık Yüksekokulu öğrencilerinde öz-etkililik-yeterlilik algısı ve klinik uygulamada yaşanılan stresle ilişkisinin incelenmesi. Anadolu Hemş Sağ Bil Derg. 2007;10(1):49-57.
39. Williams B, Beovich B, Ross L, Wright C, Ilic D. Self-efficacy perceptions of interprofessional education and practice in undergraduate healthcare students. J Interprof Care. 2017;31(3):335-41.
40. Ahmadi S, Abdi A, Nazarianpirdosti M, Rajati F, Rahmati M, Abdi A. Challenges of Clinical Nursing Training Through Internship Approach: A Qualitative Study. J Multidiscip Healthc. 2020;13:891-900.
41. Richardson M, Abraham C, & Bond R. Psychological correlates of university students' academic performance: A systematic review and meta-analysis. sychol Bull. 2012;138(2):353-87.
42. Kunzler AM, Helmreich I, König J, Chmitorz A, Wessa M, Binder H, et al. Psychological interventions to foster resilience in healthcare students. Cochrane Database Syst Rev. 2020;7(7):CD013684.
43. Tramer L, Becker C, Schumacher C, Beck K, Tschan F, Semmer NK, et al. Association of self-esteem, personality, stress and gender with performance of a resuscitation team: A simulation-based study. PLoS One. 2020;15(5):e0233155.
44. Aslan H, Pekince H. Nursing students' views on the COVID‐19 pandemic and their percieved stress levels. Perspect Psych Care. 2021;57(2):695-701.
45. Karagözoğlu Ş, Özden D, Türk G, Yıldız FT. Klasik ve entegre müfredat programı hemşirelik öğrencilerinin ilk klinik uygulamada yaşadıkları kaygı, klinik stres düzeyi ve etkileyen bazı faktörler. DEUHFED. 2014;7(4):266-74
46. Chan CK, So WK, Fong DY. Hong Kong baccalaureate nursing students' stress and their coping strategies in clinical practice. J Prof Nurs. 2009;25(5):307-13.
47. Taşdelen S, Zaybak A. Hemşirelik öğrencilerinin ilk klinik deneyim sırasındaki stres düzeylerinin incelenmesi. Florence Nightingale J Nurs. 2013;21(2):101-6.
48. Jamshidi N, Molazem Z, Sharif F, Torabizadeh C, Najafi Kalyani M. The challenges of nursing students in the clinical learning environment: A qualitative study. ScientificWorldJournal. 2016:2016:1846178.
49. Levett-Jones T, Pitt V, Courtney-Pratt H, Harbrow G, Rossiter R. What are the primary concerns of nursing students as they prepare for and contemplate their first clinical placement experience?. Nurse Educ Pract. 2015;15(4):304-9. 50. Rafati F, Nouhi E, Sabzehvari S, Dehghan-Nayyeri N. Iranian nursing students' experience of stressors in their first clinical experience. J Prof Nurs. 2017;33(3):250-7.

The Relationship between Nursing Students' Fear of COVID-19 and General Self-Efficacy and Clinical Stress Levels

Year 2023, Volume: 10 Issue: 3, 214 - 220, 28.12.2023

Leyla Zengin Aydın Aysel Doğan

https://doi.org/10.31125/hunhemsire.1180390

Abstract

Aim: This study was conducted to determine the relationship between the fear of COVID-19 and self-efficacy of nursing students and their clinical stress levels.
Material and Methods: The study was conducted in a descriptive and cross-sectional type between July and August 2021 in first-year nursing students of a health sciences faculty of a university. The study was completed with 89 nursing students who agreed to participate without sample selection (91% of the population was reached). The research data was collected using the Student Introductory Information Form, the Fear of COVID-19 Scale, the General Self-Efficacy Scale, and the Clinical Stress Questionnaire.
Results: It was determined that the mean age of the students was 20.24±1.15 years, 59.6% were women, 43.8% had COVID-19, 60.7% had families with COVID-19, and 14.6% had lost due to COVID-19. The mean score of the students on the Fear of COVID-19 Scale was 24.83±5.87, and the total score of the General Self-Efficacy Scale was 63.91±11.18. The Clinical Stress Questionnaire total score was 31.19±7.8. While there was a positive and significant relationship between the total score of the Fear of COVID-19 Scale and the total score of the General Self-Efficacy Scale (p<0.05), no significant.
Conclusion: In this study, it was determined that first-year nursing students experienced high levels of fear of COVID-19, had high levels of general self-efficacy, and experienced low levels of stress in their first clinical practice experience.

Keywords

Clinical stress, fear of COVID-19, general self-efficacy, nursing students

Project Number

References

1. Zhu N, Zhang D, Wang W, Li X, Yang B, Song J, et al. A Novel Coronavirus from Patients with Pneumonia in China, 2019. N Engl J Med. 2020;382(8):727-33.
2. Dikmen AU, Mediha K, Özkan S, İlhan MN. COVID-19 epidemiyolojisi: Pandemiden ne öğrendik. Journal of biotechnology and strategic health research. 2020;4:29-36.
3. Wu Z, McGoogan JM. Characteristics of and important lessons from the coronavirus disease 2019 (COVID-19) outbreak in China: Summary of a report of 72 314 cases from the Chinese Center for Disease Control and Prevention. JAMA. 2020;323(13):1239-42.
4. Doğan A, Karasu F, Yilmaz L. The effects of nurses’ use of personal protective equipment on their vital signs during the COVID-19 pandemic. Work. 2022;71(4):843-50.
5. Gencer N. Pandemi sürecinde bireylerin koronavirüs (Kovid-19) korkusu: Çorum örneği. USBAD. 2020(4):1153-73.
6. Satici B, Gocet-Tekin E, Deniz M, Satici SA. Adaptation of the Fear of COVID-19 Scale: Its association with psychological distress and life satisfaction in Turkey. Int. J Ment Helth Addiction. 2021;19(6):1980-8.
7. Cetintepe SP, İlhan MN. COVID-19 salgınında sağlık çalışanlarında risk azaltılması. J Biotec Strateg Health Res. 2020;4:50-4..
8. Oliveira G, Rossi M. COVID-19, social isolation and human stress comparative behavior & welfare. NY Sci J. 2020;13(5):14-22.
9. Yanık D, Yeşilçınar İ. COVID-19 pandemi sürecinde yaşanan sosyal izolasyonun hemşirelik öğrencileri üzerindeki etkileri: Niteliksel araştırma. Sağlık Akademisyenleri Derg. 2021;8(2):103-12.
10. Yağan SA. Üniversite öğrencilerinin COVID-19 salgını sürecinde yürütülen uzaktan eğitime yönelik tutum ve görüşleri. APJEC. 2021;4(1):147-74.
11. Kim Y, Park H, Hong SS, Chung HJ, Kim Y, Park H, et al. Effects of a neonatal nursing practice program on students’ stress, self-efficacy, and confidence. Child Health Nursing Research. 2018;24(3):319-28.
12. Henderson A, Harrison P, Rowe J, Edwards S, Barnes M, Henderson S. Students take the lead for learning in practice: A process for building self-efficacy into undergraduate nursing education. Nurse Educ Pract. 2018;31:14-9.
13. Perry C, Henderson A, Grealish L. The behaviours of nurses that increase student accountability for learning in clinical practice: An integrative review. Nurse Educ Today. 2018;65:177-86.
14. Sançar B, Çelik A, Işık MT. Hemşirelikte teorik eğitim ve mesleki uygulama arasındaki etkileşimin, öğrencilerin öz yeterlik düzeyi ile ilişkisi. Samsun Sağ Bil Derg.2021;6(2):401-18.
15. Açıksöz S, Uzun Ş, Arslan F. Assessment of relationship between nursing students’ self-efficacy and levels of their anxiety and stress about clinical practice. Gülhane Tıp Derg. 2016;58(2):129.
16. Bandura A. Self-efficacy. The Corsini encyclopedia of psychology. 2010:1-3.
17. Zulkosky K. Self‐efficacy: A concept analysis. Nursing forum. 2009;44(2):93-102.
18. Masha'al D, Rababa M, Shahrour G. Distance learning–related stress among undergraduate nursing students during the COVID-19 pandemic. J Nurs Educ. 2020;59(12):666-74.
19. Sharif F, Masoumi S. A qualitative study of nursing student experiences of clinical practice. BMC Nurs. 2005;4(1):1-7.
20. Burnard P, Edwards D, Bennett K, Tothova V, Baldacchino D, Bara P, et al. A comparative, longitudinal study of stress in student nurses in five countries: Albania, Brunei, the Czech Republic, Malta and Wales. Nurse Educ Today. 2008;28(2):134-45.
21. Küçükosmanoğlu H. Sağlık hizmetleri alanı öğrencilerinin öz-etkililik-yeterlik düzeyleri ile klinik uygulamada yaşadıkları stresin ilişkisi [Doktora Tezi]. İstanbul: Marmara Üniversitesi; 2019.
22. Okutan M, Tengilimoğlu D. İş ortamında stres ve stresle başa çıkma yöntemleri: bir alan uygulaması. Gazi Üniv İktisadi ve İdari Bilimler Fak Derg. 2002;4(3):15-42.
23. Carolan C, Davies CL, Crookes P, McGhee S, Roxburgh M. COVID 19: Disruptive impacts and transformative opportunities in undergraduate nurse education. Nurse Educ Pract. 2020;46:102807.
24. Dewart G, Corcoran L, Thirsk L, Petrovic K. Nursing education in a pandemic: Academic challenges in response to COVID-19. Nurse Educ Today. 2020;92:104471.
25. Morin K. Nursing education after COVID-19: Same or different?. J Clin Nurs. 2020;29:3117–9.
26. Liu Q, Luo D, Haase JE, Guo Q, Wang XQ, Liu S, et al. The experiences of health-care providers during the COVID-19 crisis in China: A qualitative study. Lancet Glob Health. 2020;8(6):e790-e8.
27. Nakışci̇ Kavas B, Develi A. Çalışma Yaşamındaki Sorunlar Bağlamında Covid-19 Pandemisinin Kadın Sağlık Çalışanları Üzerindeki Etkisi. Inter Anatol J Soc Sci. 2020;4(2):84-112.
28. Aysun T, Akkoç İ. Hemşirelerde Öz-Yeterliliğin Girişimci Davranışa Etkisi ve Demografik Özellikler Açısından İncelenmesi. Toros Üniv İİSBF Sos Bil Derg. 2019;6(11):86-107.
29. Fofana NK, Latif F, Sarfraz S, Bashir MF, Komal B. Fear and agony of the pandemic leading to stress and mental illness: An emerging crisis in the novel coronavirus (COVID-19) outbreak. Psychiatry Res. 2020;291:113230.
30. Torales J, O’Higgins M, Castaldelli-Maia JM, Ventriglio A. The outbreak of COVID-19 coronavirus and its impact on global mental health. Int J Soc Psychiatry. 2020;66(4):317-20.
31. Ahorsu DK, Lin CY, Imani V, Saffari M, Griffiths MD, Pakpour AH. The fear of COVID-19 scale: development and initial validation. Int J Ment Health Addict. 2022;20(3):1537–45.
32. Sherer M, Maddux JE, Mercadante B, Prentice-Dunn S, Jacobs B, Rogers RW. The self-efficacy scale: construction and validation. Psychol Rep. 1982;51(2):663-71.
33. Yıldırım F, İlhan İ. Validity and reliability study of the Turkish form of the general self-efficacy scale. Turk J Psych. 2010;21(4):301-8.
34. Pagana KD. Psychometric evaluation of the clinical stress questionnaire (CSQ). J Nurs Educ. 1989;28(4):169-74.
35. Sendir M, Acaroglu R. Reliability and validity of Turkish version of clinical stress questionnaire. Nurse Educ Today. 2008;28(6):737-43..
36. Demiray A, İlaslan N. Standardize hasta uygulamasının birinci sınıf hemşirelik öğrencilerinin öz etkililik-yeterlik ve ilk klinik deneyim sırasındaki stres düzeylerine etkisi. CUSBED. 2021;6(2):162-72.
37. Karadağ E, Aksoy Derya Y, Ucuzal M. Self-efficacy-efficacy levels of health school students. Maltepe Üniv Hemş Bil Sanat Derg. 2011;4(1):13-20.
38. Zengin N. Sağlık Yüksekokulu öğrencilerinde öz-etkililik-yeterlilik algısı ve klinik uygulamada yaşanılan stresle ilişkisinin incelenmesi. Anadolu Hemş Sağ Bil Derg. 2007;10(1):49-57.
39. Williams B, Beovich B, Ross L, Wright C, Ilic D. Self-efficacy perceptions of interprofessional education and practice in undergraduate healthcare students. J Interprof Care. 2017;31(3):335-41.
40. Ahmadi S, Abdi A, Nazarianpirdosti M, Rajati F, Rahmati M, Abdi A. Challenges of Clinical Nursing Training Through Internship Approach: A Qualitative Study. J Multidiscip Healthc. 2020;13:891-900.
41. Richardson M, Abraham C, & Bond R. Psychological correlates of university students' academic performance: A systematic review and meta-analysis. sychol Bull. 2012;138(2):353-87.
42. Kunzler AM, Helmreich I, König J, Chmitorz A, Wessa M, Binder H, et al. Psychological interventions to foster resilience in healthcare students. Cochrane Database Syst Rev. 2020;7(7):CD013684.
43. Tramer L, Becker C, Schumacher C, Beck K, Tschan F, Semmer NK, et al. Association of self-esteem, personality, stress and gender with performance of a resuscitation team: A simulation-based study. PLoS One. 2020;15(5):e0233155.
44. Aslan H, Pekince H. Nursing students' views on the COVID‐19 pandemic and their percieved stress levels. Perspect Psych Care. 2021;57(2):695-701.
45. Karagözoğlu Ş, Özden D, Türk G, Yıldız FT. Klasik ve entegre müfredat programı hemşirelik öğrencilerinin ilk klinik uygulamada yaşadıkları kaygı, klinik stres düzeyi ve etkileyen bazı faktörler. DEUHFED. 2014;7(4):266-74
46. Chan CK, So WK, Fong DY. Hong Kong baccalaureate nursing students' stress and their coping strategies in clinical practice. J Prof Nurs. 2009;25(5):307-13.
47. Taşdelen S, Zaybak A. Hemşirelik öğrencilerinin ilk klinik deneyim sırasındaki stres düzeylerinin incelenmesi. Florence Nightingale J Nurs. 2013;21(2):101-6.
48. Jamshidi N, Molazem Z, Sharif F, Torabizadeh C, Najafi Kalyani M. The challenges of nursing students in the clinical learning environment: A qualitative study. ScientificWorldJournal. 2016:2016:1846178.
49. Levett-Jones T, Pitt V, Courtney-Pratt H, Harbrow G, Rossiter R. What are the primary concerns of nursing students as they prepare for and contemplate their first clinical placement experience?. Nurse Educ Pract. 2015;15(4):304-9. 50. Rafati F, Nouhi E, Sabzehvari S, Dehghan-Nayyeri N. Iranian nursing students' experience of stressors in their first clinical experience. J Prof Nurs. 2017;33(3):250-7.

There are 49 citations in total.

Details

Primary Language	English
Subjects	Fundamentals of Nursing
Journal Section	Research Article
Authors	Leyla Zengin Aydın 0000-0003-3905-3428 Aysel Doğan 0000-0002-4721-0975
Project Number	-
Early Pub Date	December 28, 2023
Publication Date	December 28, 2023
Submission Date	September 26, 2022
Published in Issue	Year 2023 Volume: 10 Issue: 3

Cite

Vancouver	Zengin Aydın L, Doğan A. The Relationship between Nursing Students’ Fear of COVID-19 and General Self-Efficacy and Clinical Stress Levels. JOHUFON. 2023;10(3):214-20.

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