Factors Related to Stress During Practice Training in the Bachelor of Nursing Science Program: Faculty of Nursing, Huachiew Chalermprakiet University

Abstract

Abstract             This descriptive research aims to study 1) stress during the practice of the Bachelor of Nursing Science students 2) factors related to stress during practice training of Bachelor of Nursing Science students 3) guidelines for managing the stress that is selected and the need for help in managing stress among nursing students. The sample group was a Bachelor of Nursing Science students. The population included 167 nursing students in years 3-4 of Huachiew Chalermprakiet University. The study tools consisted of a personal information questionnaire, health and stress information questionnaire, Suanprung stress test-20 and questionnaires about factors of readiness before practice environmental aspects in the practice of teachers (supervisory nurses) in practice and workload while practicing, and the reliability of the questionnaire was found to be equal to 0.97. The data were analyzed by descriptive statistic and Pearson product-moment correlation coefficient.               The results showed that 4.80 percent of the nursing students had a mild level of stress, 42.50 percent had a moderate level of stress, 42.50 percent had a high level of stress and 10.20 percent had a severe level of stress. The factors related to stress during practice training of Bachelor of Nursing Science students with statistical significance at .05 level, such as teachers’ factor (supervisory nurses) in practice (r = -.161, p = .038) and workload factor while practicing (r = -.212, p = .006). From the survey results, the stress management methods most used by nursing students were as follows; playing music/singing/listening to music, consulting others and sleeping, respectively. The need for assistance in dealing with stress from the Faculty of Nursing for the students was to provide teachers with generosity, compassion, understanding and justice. It was followed by lowering the amount of homework/ extending the homework assignment and arranging teaching schedules to facilitate other activities in the faculty, respectively.