THE PHENOMENON OF STRESS AS PERCEIVED BY PROJECT 2000 STUDENT NURSES - A CASE-STUDY

This case study was undertaken at a college of nursing in Northern Ire land with its first cohort of Project 2000 student nurses. The aim was to investigate perceived stress on the course. A qualitative approach was adopted utilizing Cox's (1991) transactional model of stress as t he guiding theoretical framework. Data were collected through question naires and in-depth semi-structured interviews and analysed using a gr ounded theory methodology. Findings reveal that stress is perceived in relation to non-integration with tertiary education and non-integrati on with the ward team. This stress results from a tension between depe ndence and the quest for independence in the pursuit of academic freed om and clinical competence. The dependence/independence continuum has been identified as the core variable underpinning student-reported str ess. Valuable insights have been gained in relation to how student nur ses perceive and cope with stress associated with the introduction of the new Project 20000 curriculum, especially at this time of flux in n urse education. It is concluded that student stress could be minimized if tutors acknowledged its presence and reflected the course philosop hy in their practice. Better liaison between the college and clinical areas may resolve some of the ward staff's negative attitudes and misu nderstanding of the course aims. Finally, students have a need to deve lop clinical skills much earlier in the course than at present, in ord er to feel valued, to contribute to patient care and to integrate with the ward team.