الفهرس 
Aim of the StudyOnly 14 pages are availabe for public view
 |  | from | 255 |  |  |
| | | from | 255 | | |
Abstract
Nursing students experienced anxiety and fear of establishing relationships with psychiatric patients due to a lack of professional knowledge about mental illness and skills to take care of psychiatric patients. Academic stress is also one of the most common problems for nursing students. It is often related to the heavy burden of learning, the difficulties of understanding and remembering courses, lack of motivation to study, anxiety about tests, grades and scores.
When students have difficulties in understanding the curriculum which didn’t take into account the principle of individual differences in their educational abilities, and mental levels, the effects are reflected in their behavior, self-confidence, and self-control. Academic stress causes students’ low achievement ability. The reasons for this are due to the absence of guidance programs that aim to develop motivation towards academic achievement, overcome academic stress and increase self-control (Pulido-Criollo, Cueto-Escobedo, and Guillen-Ruiz, 2018). Nursing intervention sessions in this study had succeeded in reducing academic stress and increasing self-control levels among faculty of nursing students.
The study aim was to:
Evaluate the effectiveness of nursing intervention on academic stress and self-control among faculty of nursing students.Sample:
A sample of convenience 180 students who had academic stress and disturbing levels self-control were selected and divided into two groups; experimental group and control group 90 for each group, met the inclusion criteria which were: Fourth-year psychiatric nursing students in the faculty of nursing and first time interacting with psychiatric patients, and the exclusion criteria which were: Any history of chronic physical illness e.g. Diabetes mellitus or others and any history of psychiatric illness e.g. Depression or others because these illnesses may lead to stress and will interfere with the results.
Research design:
A quasi-experimental research design was used to achieve the aim of the study.
Research setting:
This study was carried out at the Faculty of Nursing, Menoufia University, Egypt to be representative of the target students. It is a university school for four years of study and an internship year.
Tools for data collection:
Four tools were used to fulfill the aim of this study:
Tool one: A structured Interviewing Questionnaire: (Appendix I)
This questionnaire was developed by the researcher based on pertinent literature to assess the socio-demographic characteristics of the students as age, gender, residence, and parent’s education.Tool two: Nursing Education Stress Scale NESS: (Appendix II) This scale was originally developed by Rhead (1995) to assess education stress among nursing students generally. It was tested for its validity by a panel of five experts. It was an English scale contain 32 items; the nursing education stress scale uses two subscales 16 items for each, first one to measure academic stress and the second to measure clinical training stress among nursing students in general, responses were rated on a 3-point Likert scale ranging from 1-3, “Disagree, partially agree, strongly agree”. It was translated to Arabic and was translated back to English, modifications were done to be fit for psychiatric nursing students. The scoring system of the scale and subscale as follows:
Total scale scoring
Meaning
Each subscale scoring
Meaning
32-47
No academic and clinical training stress.
16-23
No academic or no clinical training stress.
48-64
Mild academic and clinical training stress.
24-32
Mild academic or mild clinical training stress.
65-80
Moderate academic and clinical training stress.
33-40
Moderate academic or moderate clinical training stress.
81-96
Severe academic and clinical training stress.
41-48
Severe academic or severe clinical training stress.
Tool three: Self-Control Scale: (Appendix III)
This scale was originally developed by Abdullah, (2007). It was an Arabic scale used to assess the self-control skills of adolescents. Itconsists of 26-items, responses were rated on a 4-point Likert scale ranging from 1-4, “Scarcely, sometimes, much, too much”. Questions number 3, 4,11,12,16,17,20,25 took reverse-scored. The scoring system of the scale as follows:
Total scale scoring
Meaning
26-38
No self-control
39-65
Low self-control
66-91
Moderate self-control
92-104
High or extreme self-control
Tool (4) student’s Opinions Questionnaire : (Appendix IV)
This questionnaire was developed by the researcher to evaluate student’s opinions about the nursing intervention sessions. It consists of nine questions, responses were rated on a 5-point Likert scale ranging from 1-5,” Weak, moderate, good, very good, excellent”.
Tools validity:
The validity of the study tools was ascertained by a jury of five professor’s experts in the field of psychiatric nursing, community nursing, and psychiatric medicine to test their content validity. Following the judgment of the experts, the required modifications were done accordingly to ascertain relevance, completeness and to fit the psychiatric nursing students, then they conclude a high degree of agreement on the best form to be implemented and the tools proved to be valid.
Tools reliability:
It was measured by test re-test for testing the internal consistency of all tools in this study. It was applied by the researcher. The tools were administered to the same subjects (18 students) under similar conditionstwo times, fifteen days apart. The subject’s answers from the repeated testing were compared (Test-retest reliability). Those subjects were excluded from the study sample. The internal consistency of the questionnaires was calculated using Cronbach’s alpha coefficients and proved to be strongly reliable at 0.86 for tool two and at 0.90 for tool three.
Results of the study:
The main findings of the study revealed the following:
There was no statistically significant difference between the experimental group and the control group regarding their socio-demographic characteristics.
There was a highly statistically significant difference between the experimental group and the control group regarding their academic stress, clinical training stress, and total nursing education stress levels post nursing intervention.
There was no statistically significant relation between socio-demographic characteristics and nursing education stress levels of the experimental group post nursing intervention, except student’s age.
There was a highly statistically significant difference between the experimental group and the control group regarding their self-control levels post nursing intervention which was increased post nursing intervention.
There was a highly statistically significant relation and a highly statistically significant negative correlation between academic stress, clinical training stress, total nursing education stress andself-control levels among experimental group post nursing intervention.
Conclusion:
Based on the findings of the current study and after implementing nursing intervention sessions, it was concluded that: Nursing intervention had a positive effect on academic stress and self-control among faculty of nursing students. So, the current study managed to answer the aim of the study and the study hypotheses.
Recommendations:
Based on the findings of the present study, it could be recommended that:
In nursing education:
Establishing an educational program for parents to help them deal effectively with their teens to prevent developing academic stress.
Designing a counseling program that combines motivation, positive thinking, and coping strategies.
In nursing practice:
Screening for high-risk students of academic stress and low self-control should be done and referral when necessary.
Updating nursing researchers, educators and clinical instructors regarding the stress experiences of nursing students during their clinical education are needed to facilitate their clinical education and establish successful clinical teaching methods.Training the students on cognitive-behavioral programs to modify the way of thinking.
In community services:
Appraise the individual with high self-control and motivate students to act ethically to promote peaceful coexistence within the society.
Paying attention to what is developing and helps to raise the levels of self-control among university students.
In further research:
Examine the potential dynamic relationships between negative life events, psychological stress, and self-control.