The UWI School of Nursing, Mona, Jamaica.
The UWI School of Nursing, Mona, Jamaica.
Nurse Educ Pract. 2021 May;53:103088. doi: 10.1016/j.nepr.2021.103088. Epub 2021 May 16.
Graduate education is essential for the improvement of professions by facilitating advancements in career paths, personal growth and enhancing a country's economy. Graduate students frequently view graduate education as moderate to very stressful and this can have a negative impact on their lives. Stress can result in impaired coping, poor academic performance and reduction in cognitive functioning, resulting in the antithesis of academic success.
A qualitative study was done to gain insight into the perception and sources of academic- related stress among graduate nursing students at an urban school of nursing in Jamaica.
A purposive sample of Master of Science in Nursing students in their penultimate semester for the academic year 2017/ 2018 were invited to participate in the study.
Nine students participated and each was assigned a selected pseudonym. Data were collected using one- to-one semi-structured interviews and interviews were transcribed verbatim. Thematic content analysis was used to determine emerging themes and coding was done manually.
The themes that emerged were: (1) Workload (2) Research (3) Prioritization (4) Lack of support (5) Lack of feedback (6) Balancing school life (7) Very stressful (8) Expectations of lecturers. Participants perceived that graduate education was very stressful to overwhelming. Academic-related stress was multi-factorial and predominantly due to the rigid curriculum structure. Contributing factors included increased workload; time constraints; the research course itself; lack of support and timely response from research supervisors and delayed responses from the Ethics Committee.
It is very important for educators and curriculum developers to implement innovative strategies that are essential in providing an environment that will facilitate learning and to mitigate stress faced by graduate students.
研究生教育对于职业发展的进步、个人成长和增强国家经济至关重要。研究生经常认为研究生教育处于中等至非常紧张的状态，这会对他们的生活产生负面影响。压力会导致应对能力受损、学业成绩不佳和认知功能下降，从而导致与学业成功相反的结果。
本研究旨在深入了解牙买加一所城市护理学校的护理研究生对与学术相关的压力的看法和压力源。
邀请 2017/2018 学年最后一个学期的护理硕士研究生参加这项研究。
9 名学生参加了研究，每人都被分配了一个选定的化名。使用一对一的半结构化访谈收集数据，并逐字转录访谈。使用主题内容分析来确定出现的主题和编码是手动完成的。
出现的主题是：（1）工作量（2）研究（3）优先级（4）缺乏支持（5）缺乏反馈（6）平衡学校生活（7）非常有压力（8）对讲师的期望。参与者认为研究生教育非常有压力，甚至是压倒性的。与学术相关的压力是多因素的，主要是由于严格的课程结构。促成因素包括工作量增加；时间限制；研究课程本身；缺乏支持和研究导师的及时回应；以及伦理委员会的回应延迟。
教育工作者和课程开发者实施创新策略非常重要，这些策略对于提供一个促进学习和减轻研究生压力的环境是必不可少的。
