coping mechanisms of the third year and fourth year student nurses of bukidnon state university

7/17/2019 Coping Mechanisms of the Third Year and Fourth Year Student Nurses of Bukidnon State University

http://slidepdf.com/reader/full/coping-mechanisms-of-the-third-year-and-fourth-year-student-nurses-of-bukidnon 1/51

CHAPTER 1

THE PROBLEM AND ITS SCOPE

Introduction

Clinical rotations in different hospitals and health institutions are

integral in honing the student nurses’ knowledge and skills. It gives nursing

students real world experiences describe in textbook and discussed in

classroom settings. In addition, clinical rotations are designed to help

nursing students’ transition from learning about nursing to performing

nursing. This rotation typically occurs after the first year of the traditional

classroom education.

As a student, one faces many challenges and stressors. owever,

nursing students are more likely to experience even more stress. A study

shows that one third of nursing students experience stress severe enough to

induce mental health problems such as anxiety and depression !"yr#machuk,

$%%&'.

In addition to contending with exams, long hours of studying, work,

family and personal commitments, they also faced the challenges of clinical

practice. Clinical practice has been identified as one of the most anxiety

producing components in nursing programs. (ack of experience, fear of

making mistakes, difficult patients, discomfort at being evaluated by faculty

members, worrying about giving patients the wrong information or

medication and concern about possibly harming patients are #ust a few of

the stressors for the beginning student nurse ! )hariff and *asuomi, $%%+'.

)tress is our body’s response to changes in our life. )ince life involves

constant change !ranging from changing locations from home to work each

1



morning to adapting to ma#or life changes like marriage, divorce, or death of

a love one', there is no avoiding stress. This is why our goal isn’t to

eliminate all stress, but to get rid of unnecessary stress, and effectively

manage the rest. )ome common causes of stress that many nurses are

experiencing are increasing the severity of clients’ illnesses,

ad#usting to various work shifts, being expected to assume responsibilities

for which one is not prepared, and inadeuate support from

supervisors and peers.

Incorporating practices that can reduce some of the stress associated

with all of the challenges is important, useful and essential to a student’s

well-being. )tress management, self-care management and self-carepractices will help them navigate through nursing school and will also

provide a wonderful foundation for creating a balanced and wholesome life.

The need for stress management techniues for nursing students is

necessary to prevent burnout and also to prevent nurses from leaving the

profession. The stress that student nurses carry can only be of harm to the

profession in the long-term !’/egan, $%%+'.

0hen people are confronted with stress, they have a great number of

choices about how to deal with it. To truly address that stress, they need to

put the distractions away and get focused on their goals, priorities, and

actions.

"roblem-focused solving which looks at different approaches and

resolutions.

1motional detachment is putting a barrier between yourselves and the

other person involved. It can either be positive or negative.

2



/eference to others or seeking social support represents the coping

strategies young people use when they turn for support to external

resources, such as peers and professionals.

2ext is focusing on the positive or looking at the bright side of life.

This means being able to accept the current situation a person is in and tries

to have a positive outlook on that certain situation however difficult it may

seem.

Another one is tension reduction wherein a person finds and develops

interests and activities that relieve stress. 1xample of this is engaging in

exercises or hobbies.

There are also designates strategies that hinder coping. ne form of

that is through suppressing tension in which the individual attempts to feel

better by engaging in negative behaviors, such as substance abuse. )econd

is keeping to oneself3being withdrawn from others, and refuses to

communicate one’s concerns and feelings. Another is engage in wishful

thinking3hoping for the best without taking steps to ensure it. (astly isblaming oneself and seeing oneself as responsible for the problem.

The researchers would like to identify the most common coping

mechanisms that are being utili4ed by the third year and fourth year nursing

students of 5ukidnon )tate 6niversity both male and female aging 78 years

old and above who are assigned in the different units of 5ukidnon "rovincial

*edical Center specifically *edical, )urgical, 5, and "ediatric 0ard, /,9/, IC6, and 1/.

:igure 7 of this study presents the schematic diagram showing the

interplay of the variables. The independent variables are the profile of

3



respondents, age, year level, gender, civil status and area of assignments.

The dependent variables, on the other hand are the coping mechanisms

consisting of the problem-focused solving, wishful thinking, detachment,

seeking social support, focusing on the positive, self-blaming, tension

reductions, suppressing tension, and keeping to self.

4



Independent Variable Dependent

Variable

i!ure 1" Sc#e$atic Dia!ra$ %#o&in! t#e interpla' o( Independent

and Dependent Variable%

5



CONCEPT)AL RAME*OR+

The popularity of the stress concept in science and mass media stems

largely from the work of the endocrinologist, ans )elye. In his work, )elye,

the father of stress research, developed the theory that stress is a ma#orcause of disease because chronic stress causes long-term chemical changes.

In the alarm stage, our body recogni4es there’s a danger and prepares to

deal with the threat by the fight or flight response. Activation of the "A

axis, the sympathetic nervous system and the adrenal glands take place.

9uring this phase the main stress hormones cortisol, adrenaline, and

noradrenaline, is released to provide instant energy.

The second stage is resistance stage. ur body shifts into this second

phase with the source of stress being possibly resolved. omeostasis begins

restoring balance and a period of recovery for repair and renewal takes

place. )tress hormone levels may return to normal but the body may have

reduced defenses and adaptive energy left.

The last stage is the exhaustion stage. At this phase, stress has

continued for some time. The body’s ability to resist is lost because its

adaptation energy supply is gone. ften referred to as overload, burnout,

adrenal fatigue, maladaptation or dysfunction ; ere is where stress levels

go up and stay up.

n (a4arus’ Theory of "sychological )tress, two concepts are central to

any psychological stress theory< appraisal , i.e., individuals= evaluation of the

significance of what is happening for their well-being, and coping, i.e.,

individuals= efforts in thought and action to manage specific demands !cf.

(a4arus 7>>?'.

Coping is intimately related to the concept of cognitive appraisal and,

hence, to the stress relevant person-environment transactions. *ost

approaches in coping research follow :olkman and (a4arus !7>8%, p. $$?',

6



who define coping as @the cognitive and behavioural efforts made to master,

tolerate, or reduce external and internal demands and conflicts among

them.=

This definition contains the following implications. !a' Coping actions

are not classified according to their effects !e.g., as reality-distorting', but

according to certain characteristics of the coping process. !b' This process

encompasses behavioral as well as cognitive reactions in the individual. !c'

In most cases, coping consists of different single acts andisorgani4ed

seuentially, forming a coping episode. In this sense, coping is often

characteri4ed by the simultaneous occurrence of different action seuences

and, hence, an interconnection of coping episodes. !d' Coping actions can be

distinguished by their focus on different elements of a stressful encounter

!cf. (a4arus and :olkman7>8& '. They can attempt to change the person;

environment realities behind negative emotions or stress ! problem-focused

coping'. They can also relate to internal elements and try to reduce a

negative emotional state, or change the appraisal of the demanding situation

! emotion-focused coping'.

State$ent o( t#e Proble$

7



The study aims to determine how the fourth year and third year

student nurses deal with the stress that they encountered on their clinical

rotation.

This study sought to answer the following inuiries<

7. 0hat is the profile of the respondents in terms of the following<

7.7 Age

7.$ ear level

7.? Bender

7.& Civil )tatus

7.+ Area of Assignment

$. 0hat are the five most common coping mechanisms that the third year

and fourth year nursing students are using<

$.7 "roblem-focused solving

$.$ 0ishful Thinking

$.? 9etachment

$.& )eeking )ocial )upport

$.+ :ocusing on the "ositive

$. )elf-blaming

$.D Tension /eduction

$.8 )uppressing Tension

$.> Eeeping to self

8



?. Is there a significant difference between the profile of respondents

and their common coping mechanismsF

Si!ni(icance o( t#e Stud'

The researchers believe in the merits of this study to the following<

Re%earc#er%. This will enable them to determine what coping

mechanisms to manage stress have been utili4ed by most of the nursing

students of 5ukidnon )tate 6niversity and if these have been helping them

cope with the stressors encountered on their clinical duties.

Nur%in! Student%, This will let them acuire knowledge on the

stressors, problems and challenges they will have to overcome all

throughout their clinical performances which are and will always be part of

their chosen career. This understanding will help them enhance their coping

abilities and self-confidence.

Clinical In%tructor%, This study will make them determine if their

students are managing stress from clinical rotations effectively. In addition,

they will be able to create measures on how the student nurses will be able

to appreciate their related learning experiences by being able to learn more

and perform procedures with confidence.

Colle!e o( Nur%in! and %c#ool ad$ini%trator% o( Bu-idnon State

)ni.er%it', :or them to know if the education that was being provided by

the school is enough to produce future nurses who embodied the five Cs<competence, compassion, caring, commitment and conscience.

Parent%,:or them to see how their children have been doing in the

hospital. In addition, they can also provide the necessary support that the

student nurses need to be able to work through with all the stressors.

9



Patient%. 0ho deserve to be rendered with uality service that will

help promote their health, prevent further complications of their disease and

if all these are not possible, aid them in dying with dignity, all the while

maintaining their privacy and confidentiality.

Scope and Li$itation o( t#e Stud'

The study is conducted on third year and fourth year student nurses of

5ukidnon )tate 6niversity. There are +% respondents, $+ people each from

the two year levels. These students were chosen because they were already

been on duty in a hospital for a longer period of time and the training is

more rigid compared to those in the first year and second year levels whose

competency is still on vital signs taking. In addition, the study has only listed

the nine most common types of coping mechanisms due to time constraints

in gathering and analy4ing the data.

De(inition o( Ter$%

10



Area of Assignment ; or Clinical "lacement. It provides the opportunity

for students to observe role models, practice, develop their skills and

problem-solving abilities, and reflect on what they see, hear and do.

Clinical Area ; This pertains to the hospital setting where in the nursing

students apply and practice what they are learning in terms of rendering or

applying nursing care and focusing on the holistic care of the patient.

Clinical Instructor- a registered nurse who teaches, guides and supervises

the student nurses on their clinical duties.

Clinical duties ; These refer to the exposure of the nursing students in

different hospital wardsGareas as well as in different types of hospital

services in order to broaden their learning experiences while undergoing the

/elated (earning 1xperience program.

Clinical /otation - A period in which a nursing student in the clinical part

of hisGher education passes through various clinical areas.

Coping mechanisms- defined as ongoing cognitive and behavioral efforts

to manage specific external andGor internal demands that are appraised as

taxing or exceeding the resources of the person.

9etachment - can mean two different things. In the first meaning, it

refers to an Hinability to connectH with others emotionally, as well as a

means of dealing with anxiety by preventing certain situations that trigger it

it is often described as Hemotional numbingH. In the second sense, it is a

decision to avoid engaging emotional connections, rather than an inability or

difficulty in doing so, typically for personal, social, or other reasons.

:ocusing on the positive - looking on the bright side

Eeeping to self - withdrawn from others, refuse to communicate one’sconcerns and feelings

11

http://en.wikipedia.org/wiki/Emotion

http://en.wikipedia.org/wiki/Anxiety

http://en.wikipedia.org/wiki/Emotion

http://en.wikipedia.org/wiki/Anxiety



"roblem-focused solving- looks at different approaches and resolutions.

/elated learning 1xperience ; This pertains to the clinical exposure

nursing students have to undergo. It is reuired to all nursing students in

order for them to have an in-depth and meaningful experience and are easily

appreciated when they are already in actual hospital situation.

)eeking )ocial )upport - share problems, talk to others

)elf-blaming - see oneself as responsible for the problem

)uppressing Tension - attempting to feel better by engaging in negative

behaviors, such as substance abuse.

)tress - body=s way of responding to any kind of demand. It can be

caused by both good and bad experiences.

)tressor - is anything that is perceived as challenging, threatening or

demanding.

Tension reductions- wherein a person finds and develops interests and

activities that relieve stress.

Time management - the act or process of planning and exercising

conscious control over the amount of time spent on specific activities,

especially to increase effectiveness, efficiency or productivity.

0ishful thinking - hoping for the best without taking steps to ensure it

CHAPTER /

12



REVIE* O RELATED ST)DIES AND LITERAT)RE

This chapter presents a review of literature and studies on the coping

mechanisms of nursing students and nurses.

Local Literature

A nursing student’s life will always be laborious and compelling.

Intellectual, physical, and sometimes emotional demands can be

encountered in the 2ursing discipline. *ost /egistered 2urses at present had

experienced the same predicaments and challenges, in varying degrees,

before becoming the great nurses they are today. The prime way on how to

deal with the 5)2 life is to have this reali4ation< It’s never easy to become a

nurse. ne must pour on a great deal of hardwork.

!http<GGnurses.definitelyfilipino.comGindex.phpG$%7%G7$Ga-bsn-students-

guide-to-nursingG'.

In the article stated above, it says that being a nurse is not an easy

#ob. It reuires passion, effort, and patience. It’s normal for nurses to have a

very stressful routine. 5ut because of individual differences of people, we all

have our own ways of dealing with stress, some of us want to eat or maybe

meet friends after school or work, sleep. It’s a definitely a fact. 0e have our

own individuality.

Local Studie%

1ven at the early beginning of life, stress is being encountered. It

appears to be a universal condition which everyone young or old, married or

unmarried, :ilipino or foreigner, poor or rich, learned or not learned 3

experiences or develops. In other words, it affects all kinds of people from

13

http://nurses.definitelyfilipino.com/index.php/2010/12/a-bsn-students-guide-to-nursing/






different walks of life. There are many events in life that can cause stress. It

could be generic, physical, chemical, psychological, cultural, ecological or

occupational in nature. !http<GGwww.#psimbulan.comG$%%DG77G7>Gstress-

and-the-working-nurseG'

2urses are not far exempted from facing many stressful things. It has

been recogni4ed that the world he lives is a potent source of stress. 2ursing

is a profession that demands high level of responsibility because it promotes

individuali4ed, sensitive, relevant and effective nursing care to patients.

Thus, levels of stress are associated with the #obs that are too varied and

demanding. 2urses are very much capable of developing a great deal of

stress causing either physical or psychological responses in terms of

accomplishing the #obs in the hospital settings, as well as in meeting their

responsibilities in their respective home because of these hectic activities

they have less opportunities for social interaction. Therefore, there is a great

for need for studies in order to determine the sources of stressful factors

that the behavior of nurses. 0hen a certain individual for example,

experiences a stressful situation, that person may try to cope up by making

an effort to change the situation into a good one and avoids intolerablesituations. Almost all literature claims that work factor produces stress in

different levels and that the people vary in their ability to cope with them. In

recent years, researcher had begun to investigate costly conseuences of

occupational stress burnout. 5urnout is a state of physical and emotional

exhaustion that occurs gradually over a period of time. :irst described in

7>D& by :reudenburger, the Jburned-outK are usually professionals who work

in people-intensive #obs that are emotionally demanding which is primarilynurses and social workers are likely to be affected. "hysical symptoms

typically include chronic fatigue and freuent minor illness, such as colds,

that resolve slowly. 5urned out people spend an overabundance of time at

work but are disorgani4ed, easily angered and accomplish little. The most

14



distinguishing characteristic of burnout is the way burned out distance

themselves from clients in which distancing is accomplished through

depersonali4ation manner. The burned-out are professionally committed,

highly idealistic individuals who over identify in their personal life. 5elieving

their work will make a significant social difference and be financially as well

as emotionally rewarding. And these individuals are unprepared for the day

to day realities of their #obs that results from suffering stress-related

illnesses.

As it is commonly used, stress is referred as a Jburden or loadK under

which a person survives or cracks. It was also been defined as any internal

or external influence that interferes with satisfaction of basic needs or

somewhat a thing, which disturb homeostasis. This may be a disturbance in

the body homeostasis, general or severe enough to produce a coordinated

body response. These responses include renal, respiratory, metabolic,

sympathetic and circulatory reactions. A well-known psychologist, ans

)elye, also a world renowned authority defined stress as the non-specific

response of the body to any demand made upon it. e coined JstressorK as a

factor or agent that produces stress. e further stated that the body’sresponse to stress is non-specific because it occurs without regard to and

very much independently of, the specific stressor thereby non-specific

response to stressor is the essence of stress.

uman beings are viewed as an open system which is constantly

reacting to his internal and external environment. There will always be

occurrence of influential factors that could cause great response of threats to

the constancy and stability of the person. 9uring early 7>8%’s, psychologistshad come up of listing stress and had developed certain scales to be

stressed and can prepare for this occurrence. The person must be able to

adapt himself and master his coping behaviors satisfactory, in a manner to

maintain homeostasis. 0alter Cannon pointed out that the purpose of

15



homeostasis is freedom in which it allows the person to reach his potentials

as human. omeostasis is also associated with the person’s state of health,

it is believe that when person is healthy, he is said to be in state of

euilibrium. ealth according to 0olff, is the absence of illness had become

entrenched in many peoples’ minds and that the aspects of human holistic

view is a very vital consideration not only the physical aspects as an

outcome.

In other words, stress deals with how the body could ad#ust to the

demands of life. These demands could either be threat, challenge or change

that reuires the body to respond, either, on the positive or negative side.

Thus when the body is able to adapt to a certain demand and serves as a

motivator, it is said to be responding positively. 0hereas, when the body

fails to adapt, in which there is much effort is released by a stress response,

it is turned inward responding negatively and disrupted homeostasis occurs.

In addition, effective coping is necessary in managing stress such that it is

an integral part of the stress experience. And in order to do these

successfully, an individual must deal with the situation or problem, deal with

the feelings, use available support and reduce the psychological arousal of stress by appropriate activities such as relaxation, exercise and others.

!http<GGwww.#psimbulan.comG$%%DG77G7>Gstress-and-the-working-nurseG'

orei!n Literature

2ursing is a stressful program to study. Implementing techniues to

cope with stress in a nursing program has an effect on retention andperformance. It has been shown that nursing students perform with less

anxiety when using stress coping techniues such as massage. Increasing

nurses= knowledge about complementary techniues supports retention of

nurses in academic and professional fields.

16



1ffectively managing stress is a priority for first-year nursing students.

verall time management for the students will determine their ability to

successfully negotiate their way through the remaining years of their

program. Including holistic care studies for nursing students have shown to

result in the ability to study better, better sleeping habits and general health

improvement. /euiring stress management within the nursing curriculum

assists nurses with teaching coping techniues to clients and hospital

visitors.

An effective nursing program provides ongoing stress management

workshops during the academic year. There are uniue interpersonal and

environmental stressors for nursing students. )tressors specific to

nursing college students can be addressed by educational administrators.

Administrators can address these with an assigned counseling faculty that

supports at-risk students.

Eey benefits to learning stress coping techniues as nurses include the

promotion of these tools among clients and visitors. They are essential for

managing the workload of nurses but can also directly contribute to the careof their clients. Insufficient knowledge about stress coping techniues is the

primary barrier to its implementation. Complementary medicine and

alternative therapies have proven effective. Implementation of these coping

techniues within an academic program better prepares nurses for a

professional career.

Academic institutions can institute stress management techniues like

massage therapy, meditation, yoga, dance and art therapy activities withintheir orientation program. )peciali4ed training opportunities can supplement

coursework for credit and engage nursing students to develop these

opportunities. Including nursing students in developing stress management

workshops and activities will extend retention in the nursing program.

17



:or nursing students away from home, creating a support system may

fall last in their list of priorities. "roviding support within the academic

system may involve group and individual counseling as well as direct access

to resources. Creating a support system with family and friends is a primary

stress reduction techniue because having the ability to en#oy time away

from nursing and studies supports self-care. 2urses must prioriti4e their own

care amid the other care they are reuired to provide.

!http<GGwww.ehow.comGwayL+&&7+Lstress-coping-techniues-nursing-

students.htmlMix447>t+Es6N'

orei!n Studie%

A study was conducted by Banga *ahat /2, C, 1d9 entitled )tress and

Coping< Ounior 5accalaureate 2ursing )tudents in Clinical )ettings !Article

first published online< $ A6B $%%D'. The purpose of this study was to

identify #unior baccalaureate nursing students’ perceived stressors and ways

of coping during the clinical component of nursing education and the use of coping strategies by students with different ethnic backgrounds. 9ata were

collected from 7%D #unior nursing students enrolled in the first clinical

course. /esults revealed students freuently perceived stressors in the

clinical setting. The findings also revealed that students utili4ed two

problem-focused coping strategies3problem solving and seeking social

support coping strategies3more freuently than two emotion-focused coping

strategies3tension reduction and avoidance coping. Additional findingsrevealed that both Caucasian and African-American students used more

problem-focused than emotion-focused coping strategies.

CHAPTER 0

RESEARCH AND METHODOLO2

18



This chapter deals with the methodology and procedures employed in

this study. 9iscussion includes the research design, research setting,

respondents, sampling procedures, the research instrument, data gathering

procedure and statistical techniue.

Re%earc# De%i!n

A descriptive design is used by the researchers to gather and interpret

the data. )urveys are conducted to determine the most prevalent strategies

that are being utili4ed by the student nurses. This will then be analy4ed to

determine how they are dealing with their stressors while taking up the

nursing course.

Re%earc# Settin!

The research was conducted here at the College of 2ursing of 5ukidnon )tate 6niversity, *alaybalay City, 5ukidnon.

5ukdinon )tate 6niversity is located in the capital town of *alaybalay

City, 5ukidnon and is strategically positioned to serve /egion N, /egion NI

and CA/ABA region and other out laying cities and provinces of *indanao.

Re%pondent% and Sa$plin! Procedure%

19



The respondents are the third year and fourth year nursing students of

5ukidnon )tate 6niversity. They have more experiences on having their

clinical exposure. In addition, their competency is expected to be higher and

wider than those of the first year and second year nursing students.

)amples will be taken through simple random sampling method.

Re%earc# In%tru$ent

The 0ays of Coping !/evised' is a -item uestionnaire containing a

wide range of thoughts and acts that people use to deal with the internal

andGor external demands of specific stressful encounters. The revised 0ays

of Coping !:olkmanP (a4arus, 7>8+' differs from the original 0ays of Coping

Checklist !:olkmanP (a4arus, 7>8%' in several ways. The response format in

the original version was esG2o on the revised version the sub#ect responds

on a &-point (ikert scale !7 - 2ot 6sed, $ - 6sed )omewhat, ? - 6sed Quite a

5it, & - 6sed a Breat 9eal'.

/edundant and unclear items were deleted or reworded, and several

items, such as prayer, were added. *any investigators have asked if the

0ays of Coping can be used to assess coping styles or traits. The measure is

not designed for this purpose it is designed as a process measure. It is

possible though to look for consistency !style' across occasions by

administering the measure repeatedly and then doing intraindividual

analyses. 1ach administration, however, is focused on coping processes in a

particular stressful encounter and not on coping styles or traits. In addition,

the researchers have utili4ed the student sample 0ays of Coping from the

same authors because it is more appropriate for use of nursing students.

:orty-one items were omitted because the study only focuses in nine coping

mechanisms.

20



Data at#erin! Procedure

The respondents were divided into two groups, the third year and

fourth year nursing students of 5ukidnon )tate 6niversity. 5oth groups are

composed of $+ students randomly chosen. They will be given the same set

of uestionnaire. The result will then be computed and analy4ed. The coping

mechanisms will then be ranked according to the most commonly utili4ed up

to the least favored behavior. It will then be analy4ed on how it affects the

performance of the nursing students on their clinical duties and studies.

"rior to the distribution of uestionnaires to the students, a letter to

the 9ean of the College of 2ursing was submitted in order for the study to

push through. 6pon approval, gathering of data follows.

Stati%tical Tec#ni3ue

After the distribution, collection and completion of distributed

uestionnaires, the researchers tallied the gathered data and used

freuency, percentage, average mean, weighted mean, and interpretation

and ranking

The following statistical computations were accomplished using the following

formula<

or t#e Percenta!e

Computation of the percentage was made using the expression<

" R

0here<

21



"R "ercentage

:R :reuency

2R Total 2umber of /espondents

or t#e A.era!e Mean

Computation of the average mean was made using the expression<

Ave *ean R : x 1

0here<

Ave *ean R Average mean

:R :reuency used

1R 2umerical euivalent or the degree of response

or t#e *ei!#ted Mean

Computation of the weighted mean was made using the expression<

0*R

0here<

0* R 0eighted mean

S R )ummation of the degree of response

2 R Total number of respondents

: R :reuency of response

The researchers used ranking to determine the position of each variable.

22



2umber alue 1 ! 9egree of /esponse' Interpretation?.$+ ; &.% & 6sed a great deal$.+% ; ?.$& ? 6sed uite a bit7.D+ ; $.&> $ 6sed somewhat7.% ; 7.D& 7 2ot used

:inally, the findings were summari4ed conclusions were drawn, and

recommendations were formulated.

CHAPTER 4

PRESENTATION5 ANAL2SIS AND INTERPRETATION O DATA

23



This chapter presents the data gathered in this study which has been

carefully presented, analy4ed, and interpreted. These data were gathered by

the researchers to the fifty #unior nursing students, $+ from the third year

level and $+ from the fourth year level enrolled at the 5ukidnon )tate

6niversity College of 2ursing as of school year $%7$ ; $%7?.

Proble$ 1< 0hat is the profile of the respondents in terms of age, year

level, gender, civil status and area of assignmentF

Table 1.1

Distribution of Respondents According to Age

Age :reuency "ercentage /ank78 ; $7 ?> D8U 7$$ ; $+ > 78U $$ ; ?% $ &U ?

Total +% 7%%U

Table 7.7 presents the data of the respondents in terms of their age.There are ?> or D8U of the respondents who are at ages between 78-$7

years old which ranked 7 > or 78U of the respondents or $$-$+ years old

which ranked $ $ or &U of the respondents who are 7> years old

which ranked ?.

The data indicate that the respondents are at the right age to consider

as mature individuals capable of managing stress. It also shows that

ma#ority of the respondents are between 78-$7 years old.

In a study of Age 9ifferences in the 6se of Coping *echanism by

/obert *cCrae, it shows that older people coped in much the same way as

24



younger people and that where they employed different mechanisms, it

appeared to be largely because of the different types of stress they face.

Table 1.2

Distribution of Respondents According to Gender

Bender :reuency "ercentage /ank*ale D 7&U $

:emale &? 8U 7Total +% 7%%U

Table 7.$ presents the data of the respondents in terms of their

gender. There are D or 7&U of the respondents who are male and &? or 8U

of the respondents who are female.

An influential study published in the Ouly $%%% issue of Psychological

Reie! reported that females were more likely to deal with stress by

Htending and befriendingH -- that is, nurturing those around them and

reaching out to others.

In women, when cortisol and epinephrine rush through the

bloodstream in a stressful situation, oxytocin comes into play. It is released

from the brain, countering the production of cortisol and epinephrine, and

promoting nurturing and relaxing emotions.

0hile men also secrete the hormone oxytocin when they=re stressed,

it=s in much smaller amounts, leaving them on the short end of the stickwhen it comes to stress and hormones.

Table 1."

25



Distribution of Respondents According to #ear $eel

ear (evel :reuency "ercentage /ankThird year $+ +%U %.+:ourth year $+ +%U %.+

Total +% 7%%U

Table 7.? presents data of respondents in term of their year level.

There are $+ or +%U of the respondents who are third year which rank %.+

$+ or +%U of the respondents who are fourth year which ranked %.+.

This indicates eual of number third year and fourth year respondents.

Table 1.%

Distribution of Respondents According to Ciil &tatus

Civil )tatus :reuency "ercentage /ank)ingle & >$U 7*arried & 8U $

Total +% 7%%U

Table 7.& presents data of respondents in terms of their status. There

are & or >$U of respondents who are single which ranked 7 & or 8U of

the respondents who are married which ranked $.

This indicates that ma#ority of the respondents are single and therefore

not yet burdened by responsibilities of managing a family.

Table 1.'

Distribution of Respondents by Area of Assignments

26



Area of Assignment

:reuency "ercentage /ank

*edical &+ >%U 7)urgical &% 8%U $.?

5 ?8 DU +

1/ ?$ &U D/ &% 8%U $.?

"edia ?D D&U 9/ &% 8%U $.?IC6 ? U 8

Table 7.+ represents the data of the distribution of respondents by

area of assignments. &+ or >%U of the respondents were rotated in the

medical ward which rank 7 &% or 8% U of respondents were rotated on the

surgical ward, /, and 9/ which rank $.? ?8 or DU of respondents were

rotated on 5 ward which rank + ?D or D&U of respondents were rotated

on the "edia ward which rank ?$ or &U of respondents were rotated on

the 1/ which rank D And only ? or U of the respondents were rotated on

the IC6 which rank 8.

This indicates that the respondents were not distributed eually on

each area of assignments. )tudies found that stress level was significantly

higher in #unior nurses than in senior nurses. There are also studies

reporting that the longer the nurses had worked in their units the more likely

they were to experience stress, regardless of their seniority !(ee $%%?<8D'.

Proble$ /< 0hat are the five most common coping mechanisms that

the third year and fourth year nursing students are usingF

Table 1.(

Coping )echanisms *tili+ed by the Third #ear ,ursing &tudents

Coping *echanisms 0* erbal

27



InterpretationPROBLEM6OC)SED SOLVIN

7. I go over in my mind what I will say ordo.

?.? 6sed a great deal

$. I know what has to be done, so I am

doubling my efforts to make things work.

?.$8 6sed a great deal

?. I try not to act too hastily or follow myfirst hunch in solving a problem.

?.7$ 6sed uite a bit

&. I’m making a plan of actions andfollowing it.


+. I try to see things from the other person’spoint of view

?.$ 6sed uite a bit

. I try to keep my feelings from interferingwith my responsibilities too much.

?.7$ 6sed uite a bit

D. I try to analy4e the problem in order to

understand it better.

?.&8 6sed a great deal

O.erall a.era!e 0,/7 )%ed a !reat

deal

*ISH)L THIN+IN

7. I wish that I can change what ishappening or how I feel during our duty.

?.?$ 6sed a great deal

$. I wish that the situation would go away orsomehow be over with it.

?.?$ 6sed a great deal

?. I daydream or imagine a better time orplace than the one I am in.

$.8& 6sed uite a bit

&. I have fantasies or wishes about howthings might turn out. $.D 6sed uite a bit

O.erall a.era!e 0,89 )%ed 3uite a bit

DETACHMENT

7. I try to forget the whole thing about ourclinical duty.

$ 6sed somewhat

$. I go on as if nothing is happening. $.%8 6sed somewhat?. I accept my situation, since nothing can

be done$.88 6sed uite a bit

O.erall a.era!e /,0/ )%ed %o$e&#at

SEE+IN SOCIAL S)PPORT

7. I talk to someone about how I’m feelingwith regards to my mistakes on ourduties.

?.+$ 6sed a great deal

$. I let my feelings out somehow whetherI’m feeling happy or frustrated with our

?.7 6sed uite a bit l

28



duties.?. I pray. ?.$8 6sed a great deal

O.erall a.era!e 0,0/ )%ed a !reatdeal

OC)SIN ON THE POSITIVE l

7. I look for the silver lining, so to speaktry to look on the bright side of things.


O.erall a.era!e 0,:/ )%ed a !reatdeal

SEL6BLAMIN

7. I critici4e or lecture myself. ?.%8 6sed uite a bit$. I make a promise to myself that things

will be different next time.?.$& 6sed uite a bit

O.erall a.era!e 0,19 )%ed 3uite a bit

S)PPRESSIN TENSION7. I got away from our clinical duties for a

while tried to rest or take a vacation.$. 6sed uite a bit

$. I try to make myself feel better by eating,drinking, smoking, using drugs ormedication, etc.

? 6sed uite a bit

O.erall a.era!e /,; )%ed 3uite a bit

TENSION RED)CTION

7. I #og or exercise. $.$8 6sed somewhat

verall average $.$8 6sed somewhat

+EEPIN TO SEL

7. I try to keep my feelings to my self $.?$ 6sed somewhat$. I keep others from knowing how bad

things are$.+$ 6sed uite a bit

O.erall a.era!e/,4/ )%ed %o$e&#at

Table 7. presents the coping mechanism used by the third yearnursing students of 5ukidnon )tate 6niversity. :or the focusing on positive,

got an overall average weighted mean of ?.+$ and was interpreted as Jused

a great dealK. It ranked number 7 based on the findings presented above.

29



:or seeking social support, it has a weighted mean of ?.?$. It was

interpreted as Jused a great dealK and it ranked number $.

:or problem focused solving, it has overall average weighted mean of

?.$D and was interpreted as Jused as a great dealK. It ranked number ? in all

the scale of coping mechanism.

:or self-blaming, it has overall average weighted mean of ?.7 and

was interpreted as Jused uite a bitK. It ranked number & in all the scale of

coping mechanism.

:or wishful thinking, it has a weighted mean of ?.%. It was

interpreted as Jused uite a bitK and it ranked number +.

:or suppressing tension, got a weighted mean of $.8 and was

interpreted as Jused uite a bitK. It ranked number base on the findings.

:or keeping to self, it ranked number D and got an overall average

weighted mean of $.&$. It was interpreted as Jused somewhatK.

:or detachment, it has a weighted mean of $.?$ and was interpreted

as Jused somewhatK. 5ase on the findings, in ranked number 8 in all the

scale of coping mechanism.

:or tension reduction, it ranked number > and has a weighted mean of

$.$8. It was interpreted as Jused somewhatK.

30



Table 1.

Coping )echanisms *tili+ed by ourth #ear ,ursing &tudents

Coping *echanisms 0* erbalInterpretation

PROBLEM6OC)SED SOLVIN

7. I go over in my mind what I will say or do.?.+ 6sed a great deal

$. I know what has to be done, so I amdoubling my efforts to make things work.


?. I try not to act too hastily or follow my firsthunch in solving a problem.

?.$& 6sed uite a bit

&. I’m making a plan of actions and following it.?.$8 6sed a great deal

+. I try to see things from the other person’spoint of view ?.$8 6sed a great deal

. I try to keep my feelings from interferingwith my responsibilities too much.


D. I try to analy4e the problem in order tounderstand it better.

?.8& 6sed a great deal

O.erall a.era!e0,44 )%ed a !reat

deal

*ISH)L THIN+IN

7. I wish that I can change what is happeningor how I feel during our duty.


$. I wish that the situation would go away orsomehow be over with it.

?.$& 6sed uite a bit

?. I daydream or imagine a better time or placethan the one I am in.

? 6sed uite a bit

&. I have fantasies or wishes about how thingsmight turn out.

?.%8 6sed uite a bit

31



Table 7.D presents the coping mechanisms used by the fourth year

nursing students to effectively manage stress.

"roblem-focused solving has a weighted mean of ?.&& and is

interpreted as being J6sed a great dealK. It has the highest weighted mean

and is ranked first among the nine coping mechanisms listed.

:ocusing on the positive ranked second with a weighted mean of ?.?$

and is Jused a great deal.K

)elf-blaming follows with a weighted mean of ?.$8 and is interpreted

as being Jused a great dealK.

n the fourth rank is 0ishful Thinking with a weighted mean of ?.7D

and is Jused uite a bit.K

2ext is )eeking )ocial )upport with a weighted mean of ?.%8 and is

also Vused uite a bit.K

)ixth in rank is 9etachment with a weighted mean of $.7 and is

interpreted as being Jused uite a bit.K

)eventh is Eeeping to )elf with a weighted mean of $.$ and is Jused

somewhat.K

2ext is )uppressing Tension with a weighted mean of $.$ and is Jused

somewhat.K

(astly is Tension reduction with a weighted mean of $.%& and is Jused

somewhat.K

33



C*"A/I)2<

The top five coping behaviors of the third year are focusing on the

positive, seeking social support, problem-focusing solving, self-blaming andwishful thinking.

The fourth year nursing students, on the other hand, have the

following coping mechanisms< problem-focused solving, focusing on the

positive, self-blaming, wishful thinking and seeking social support.

This indicates that both the third year and fourth year has the same

coping behaviors, only the ranking of it differs.

"roblem-focused solving looks at different approaches and resolutions.

"roblem-focused coping is generally found in research to be the most

positive to overall health. This kind of coping is appropriate when there are

elements of a stressful situation that they have actual influence over ; that

34



means they get themselves back on track faster and start thinking about

what they can do instead of staying in a disempowering state. /ather than

repeating the same negative emotions of irritation, regret and anger in their

head, they now focus on the lessons learned and get into a creative flow in

finding a solution. Through practicing positive thinking, they are creating a

positive reality for their selves. This is because when they focus on positive

things, they will have positive actions. And consistently having positive

actions can only lead to the achievement of desired results.

0ishful thinking is hoping for the best without taking steps to ensure

it. students have been trying to distract themselves to lessen or avoid the

impact of stress, however, wishful thinking does not guarantee that it will

make a person more determined and committed to do well because more

often, they are #ust contented with daydreaming than taking steps to ensure

it.

)elf-blaming is seeing oneself as responsible for the problem. This

indicates that the respondents evaluate themselves so that they well knowwhat is lacking on them. 5y assessing themselves they may know more of

who really they are. It well helps them to identify how they react in different

kinds of crisis that they may encounter. It is one way of reminding

themselves to improve, do their work or #ob better next time, what they will

going to do in terms of crisis and how to handle problems base on what they

experience. Critici4ing themselves will also be helpful in analy4ing on what

are the right things to do.

The remaining coping behaviors are not often used by the

respondents.

36



1motional detachment is a psychological term that can refer to either a

positive or a negative behavior. 0hen emotional detachment is negative, it

presents as an inability to really connect with other human beings this

person might remain emotionally unavailable in all relationships, even

though he or she is physically present in the relationship, which can lead to

problems. The second type of detachment, which is a positive psychological

behavior, is the ability to recogni4e and empathi4e with other people=s

feelings without compromising one=s own personal boundaries, emotions, or

sense of self. The second practice is one that can be cultivated and improved

upon, and can be beneficial to relationships, whereas the first is usually

detrimental.

)uppressing tension ranked and the overall interpretation is that it is

Jused uite a bitK. This indicates that some respondents relieve stress by

taking a vacation or engaging in eating, drinking liuors, smoking and using

drugs or medications.

Eeeping to self is being withdrawn from others, and refuses to

communicate one’s concerns and feelings. This indicates that the

respondents are not fond of keeping problems on their own. They let it out

by telling it to others because it is more relieving rather than keeping it by

self. 0hen someone knows what they feel, that person will give comfort to

ease the tension that they felt because of the problems they have. :or them

keeping problems by self is less effective in reducing or managing stress.

Tension reduction ranked ninth in both year levels. This indicates that

the respondents do not really engage themselves in exercise. They didn’t

give more time in exercise to reduce their stress. It is also means that the

respondents are not fond of using exercise as a way of reducing tension.

5ecause of busy schedule they tend to forgot to give time in doing physical

37

http://www.wisegeek.com/what-are-personal-boundaries.htm

http://www.wisegeek.com/what-are-personal-boundaries.htm



activity. 9oing exercise will also be helpful to us by strengthening our body

and relaxing our mind, but most of the respondents find another way in

relieving stress rather than engaging in exercise.

Proble$ 0" Is there a significant difference between the profile of

respondents and their common coping mechanismsF

There is a significant difference between the profile of respondents and

their common coping mechanisms. owever, the way they cope with stress

depends on the type of stressors they are facing.

CHAPTER :

S)MMAR25 CONCL)SION AND RECOMMENDATIONS

This presents the summary of the study, formulated

conclusion and recommendations offered.

Su$$ar' o( t#e (indin!%

This study is all about JCoping *echanism of the Third year and :ourth

ear )tudent 2urses of 5ukidnon )tate 6niversityK. The descriptive method

of the research was utili4ed and the uestionnaire serves as the principal

data gathering instrument. There are +% respondents who fill up the survey

uestionnaire. The results were tabulated and interpreted.

38



The following are the summary of the findings of the study based from

all the data presented, analy4ed and interpreted.

7. *ost of the respondents are in 78-$7 years of age

$. *ost of the respondents are female.

&. In the data gathered from the uestionnaires ma#ority of the

respondents are single.

+. /egarding to the areas of assignments ma#ority of the respondents

were assigned in the medical area.

. The top five coping behaviors of the third year are focusing on the

positive, seeking social support, problem-focusing solving, self-blaming and

wishful thinking.

The fourth year nursing students, on the other hand, have the

following coping mechanisms< problem-focused solving, focusing on the

positive, self-blaming, wishful thinking and seeking social support.

D. This indicates that both the third year and fourth year has the samecoping behaviors, only the ranking of it differs.

8. There is a significant difference between the profile of respondents

and their coping behaviors.

CONCL)SION

5ased on the findings of the study, the researchers arrived at the

following conclusions<

7. The five most common coping mechanisms are as follows< )eeking

social support, focusing on the positive, problem-focused solving, self-

blaming and wishful thinking. The first three are considered to be positive

39



ways of coping. It shows that the third year and fourth year nursing students

are managing stress effectively.

n the other hand, suppressing tension, detachment, keeping to self,

and tension reduction are not popularly used.

$. The result of the study stands benefit to the nursing practice in

rendering effective uality nursing care. The identification of the most

common coping strategies of the third year and fourth year students will

provide them adeuate academic and clinical knowledge on how to

effectively manage stress. This study will serve as a guide to them on how to

manage their stress with regards to their clinical duties. This will also provide

information to the Clinical Instructors, healthcare team in the hospital, and

school administrators on how they can help the students upon dealing with

stress properly in order for students to be competent enough in different

clinical area and to render uality and effective nursing care to the patients.

RECOMMENDATIONS

After the conclusions were drawn, the researchers of the study hereby

recommended that<

It is recommended that the third year and fourth year respondents of

5ukidnon )tate 6niversity College of 2ursing should have monthly stress

management workshop. This is to help them further harness and learn new

positive stress coping mechanism and to let them change their old negative

stress mechanism to new and positive ones.

0eekly morning stress exercises should also be implemented because

this type of tension reduction is only used somewhat. 1xercise will not only

help the body to improve its endurance to the daily stress that a nursing

student encounters, it will also help the body to stimulate endorphins which

will help in relieving stress that a person is experiencing.

40



:inally, conducting another study using more variable and

bigger sample frame should be considered to arrive at a more

comprehensive and meaningful conclusion.

BIBLIORAPH2

Boo-%

5arbara Eo4ier *2, /2, Blenora1rb 5)2, /2, Audrey 5erman "h. 9., /2,

*A2 :unadamental of 2urs4ing Dth 1d.

9eborah Antai-tonget. Al, Thomson Asian 1d. "sychiatric 2ursing 5ook

)tress !$%%8'.1ncyclopedia 5ritannica.1ncyclopedia 5ritannica $%%D

9eluxe 1dition. Chicago< 1ncyclopedia 5ritannica.

(a4arus, /.)., P:olkman, ). !7>8&'. )tress, Appraisal and Coping. 2ew ork<

)pringer

)tress and Coping Theories by . 0. Erohne

Breenglass, 1. 5eyond coping< *eeting goals, vision, and challenges.

(ondon< xford 6niversity "ress,

41



)nder!raduate T#e%i%

)tress *anagement "erformed by the (evel III 2ursing )tudents of 2ueva

1ci#a 6niversity of )cience and Technology with regards to their Clinical

9uties< 5asis for a "roposed 1ffective Quality 2ursing Care.

)tress and Coping )trategies amongst /egistered 2urses 0orking in a )outh

African Tertiary ospital

:actors associated with stress among nursing students

)tudent 2urses’ "erception of 9eath and 9ying

2ursing )tudents (earning 1xperiences in Clinical )ettings< )tress, Anxiety‟

and Coping

Article

A longitudinal study of stress and self-esteem in student nurses by 9eborah

1dward, "hilip 5urnard, Eim 5ennett, 6naebden

*eb%ite

http<GGwww.thestressoflife.comGwhyLmenLandLwomenLhandleLstressL.htm

http<GGmy.webmd.comGwebmdLtodayGhomeGdefault

http<GGwww.etd.uwc.ac.4a

http<GGwww.medind.nic.in

http<GGwww.ohiolink.edu

http<GGwww.spectrum.library.concordia.ca

42

http://www.thestressoflife.com/why_men_and_women_handle_stress_.htm

http://my.webmd.com/webmd_today/home/default

http://www.etd.uwc.ac.za/

http://www.medind.nic.in/

http://www.ohiolink.edu/

http://www.spectrum.library.concordia.ca/

http://www.thestressoflife.com/why_men_and_women_handle_stress_.htm

http://my.webmd.com/webmd_today/home/default

http://www.etd.uwc.ac.za/

http://www.medind.nic.in/

http://www.ohiolink.edu/

http://www.spectrum.library.concordia.ca/



http<GGwww.psych.yorke.ca

http<GGwww.sagepub.com

http<GGdigitalarchive.gsu.edu

http<GGwww.tip.duke.edu

http<GGwww.wisegeek.com

http<GGwww.ukessays.comGessaysGnursingGstress-coping-mechanisms-of-

selected-#unior-nursing-students-nursing-essay.php

http<GGnurses.definitelyfilipino.comGindex.phpG$%7%G7$Ga-bsn-students-guide-to-

nursingG

http<GGwww.#psimbulan.comG$%%DG77G7>Gstress-and-the-working-nurseG

http<GGwww.ehow.comGwayL+&&7+Lstress-coping-techniues-nursing-

students.html

43

http://www.psych.yorke.ca/

http://www.sagepub.com/

http://digitalarchive.gsu.edu/

http://www.tip.duke.edu/

http://www.wisegeek.com/

http://www.ukessays.com/essays/nursing/stress-coping-mechanisms-of-selected-junior-nursing-students-nursing-essay.php




http://www.jpsimbulan.com/2007/11/19/stress-and-the-working-nurse/

http://www.psych.yorke.ca/

http://www.sagepub.com/

http://digitalarchive.gsu.edu/

http://www.tip.duke.edu/

http://www.wisegeek.com/





http://www.jpsimbulan.com/2007/11/19/stress-and-the-working-nurse/



APPENDICES

A, RESEARCH INSTR)MENT

I. "/:I(1 : T1 /1)"2912T)

2ame !ptional'< LLLLLLLLLLLLLLLLLLLLLLLLLLLLLL

Age< 78 ; $7 years old $ ; $> years old

$$ ; $+ years old ?% ; and above

ear level< Third ear :ourth ear

Bender< *ale :emale

Civil )tatus< )ingle *arried

Area of AssignmentGs<

*edical 5 / 9/

)urgical 1/ "edia IC6

"A/T II.

"lease read each item below and indicate, by using the following rating

scale, to what extent you used it duringGon your clinical duties.

44



Not )%ed )%ed So$e&#at )%ed <uite a Bit )%ed a reat

Deal

1 / 0 4

Copin! Be#a.ior%1 / 0 4

PROBLEM6OC)SED SOLVIN

7. I go over in my mind what I will say or do.$. I know what has to be done, so I am doubling my

efforts to make things work.?. I try not to act too hastily or follow my first hunch in

solving a problem.&. I’m making a plan of actions and following it.+. I try to see things from the other person’s point of view. I try to keep my feelings from interfering with my

responsibilities too much.D. I try to analy4e the problem in order to understand it

better.

*ISH)L THIN+IN

7. I wish that I can change what is happening or how Ifeel during our duty.

$. I wish that the situation would go away or somehow beover with it.?. I daydream or imagine a better time or place than the

one I am in.&. I have fantasies or wishes about how things might turn

out.

DETACHMENT

7. I try to forget the whole thing about our clinical duty.$. I go on as if nothing is happening.?. I accept my situation, since nothing can be done

SEE+IN SOCIAL S)PPORT

7. I talk to someone about how I’m feeling with regards tomy mistakes on our duties.

$. I let my feelings out somehow whether I’m feelinghappy or frustrated with our duties.

?. I pray.

45



OC)SIN ON THE POSITIVE

7. I look for the silver lining, so to speak try to look onthe bright side of things.

SEL6BLAMIN

7. I critici4e or lecture myself.$. I make a promise to myself that things will be different

next time.

S)PPRESSIN TENSION

7. I got away from our clinical duties for a while tried torest or take a vacation.

$. I try to make myself feel better by eating, drinking,smoking, using drugs or medication, etc.

TENSION RED)CTION

7. I #og or exercise.+EEPIN TO SEL

7. I try to keep my feelings to myself.$. I keep others from knowing how bad things are.

46



C)RRIC)L)M VITAE

Na$e" Bladden "earl A. 5ada#os

A!e" $% years old

Se=" :emale

Current Addre%%" Wone D, 5arangay >, *alaybalay City, 5ukidnon.

Date o( Birt#" 2ovember 7, 7>>$

Place o( birt#" *alaybalay City

Ho$eto&n Addre%%" *alaybalay City, 5ukidnon.

Educational Bac-!round

1lementary< *alaybalay City Central )chool, 7>>8-$%%+

igh )chool< )an Isidro College, $%%+-$%%D

5ukidnon 2ational igh )chool, $%%D-$%%>

College< 5ukidnon )tate 6niversity, $%%> up to present

47



Se$inar% Attended"

/esearch :orum

"sychiatric 2ursing< 2urturing the Complex *ind Through

Competency-based Care

:orensic 2ursing with I.2et

2ursing practice< coping up with its new trends and challenges through

legal and ethico-moral principles

Transforming novice into competent nurses.

Intrapartum Care

9isaster Triaging and *anagement

/2A"

Coping up with "ublic )peaking fear

A((iliation%" College of 2ursing )tudent 5ody rgani4ation, "ublic

Information fficer )< $%%77-$%7$, 5ukidnon )tate 6niversity )upreme

)tudent Council, )enator )< $%7$-$%7?

48



C)RRIC)L)M VITAE

Na$e" :lorsean *ae A. )ala

A!e" $% years old

Se=" :emale

Current Addre%%" *ampaalong )t, *alaybalay City, 5ukidnon

Date o( Birt#" )eptember , 7>>$

Place o( birt#" "lacer, )urigaodel )ur

Ho$eto&n Addre%%" (egaspi )t, inatuan, )uigaodel)r

Educational Bac-!round

1lementary< inatuan )outh Central, 7>>8-$%%+

igh )chool< inatuan 2ational Comprehensive igh )chool , $%%+-$%%>

College< 9avao 9octor’s College, $%%>-$%7%

5ukidnon )tate 6niversity, $%7% up to present

49



Se$inar% Attended"

Blobal 9isaster "reparedness "rogram

/esearch :orum

"sychiatric 2ursing< 2urturing the Complex *ind Through

Competency-based Care

:orensic 2ursing with I.2et

2ursing practice< coping up with its new trends and challenges through

legal and ethico-moral principles

Transforming novice into competent nurses.

Intrapartum Care

9isaster Triaging and *anagement

/2A"

A((iliation%"

62I:I/1 member

50

coping mechanisms of the third year and fourth year student nurses of bukidnon state university

Documents