Abstract:

Purpose: The research was carried out with the aim of evaluating the educational stress of bachelor's nursing students. Tools and Methods: In the 2017-2018 spring period, a university has completed 500 students with 422 bachelor students. The data is collected using the socio-demographic information form and the Nursing Education Stress Scale (NESS). The findings: NESS average score was 67.29 ± 13,59, the application stress low scale was 33.98 ± 7.23 and the academic stress scale was 33.31 ± 7.47. In the age group of 20-21, the NESS total score and the Academic Stress score were higher than other groups; the NESS total score was higher between the NESS and the Applied Stress score among girls and boys and the NESS total score among third-class students was higher in statistically significant differences from the first and second classes (p <0.05). The total NESS and Applied Stress scores of students who want to work at the hospital have been found significantly higher than those who plan to work as "academic" after graduation (p <0.05). The study shows that the nursing training program causes stress in students and that the size of stress increases as the education progresses. This situation shows that nursing training programs developed to gain professional identity should be restructed to improve learning by reducing student stress. ABSTRACT Aim: The study was carried out in order to evaluate the stress level of undergraduate nursing students during their education. Material Methods: It was completed with 422 volunteer undergraduate students out of 500 at a university in the spring term of 2017-2018. The data were collected using a socio-demographic information form and the Nursing Education Stress Scale (NESS). Results: It was found that NESS average score was 67.29±13.59, application stress sub-scale was 33.98±7.23 and academic stress scale was 33.31±7.47. NESS total score and Academic Stress Score in the 20-21 age group were found higher than the other groups; there was a statistical difference between female and male students in terms of their NESS and Application Stress scores; and the total scores of NESS were higher in the third grade students than the first and second degrees with a significant difference (p <0.05). The total NESS and Application Stress scores of the students who would like to work at a hospital were found higher than those planning to work as "academicians" after graduation with a significant difference (p <0.05). Conclusion: The study suggests that the nursing education program causes stress in the students and as the education progresses, the stress dimension also increases. This situation points out that the nursing education programs developed for nurses to gain professional identifications are required to be restructured in order to improve learning by reducing the student stress.

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