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Time Management

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Sheena Marie M. Tarle
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15 views

Time Management

Uploaded by

Sheena Marie M. Tarle
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Time Management

Time management is a major issue among nursing faculty students which


can affects how they view and use the time available to them, and how
they adjust to their academic responsibilities. Some of nursing faculty
students are very stressful by busy schedules, midterms, final
examinations, research papers, other assignments, and clinical
experiences at hospitals. Students often feel stressed by the many
requirements of nursing curricula (Shimaaa R., et al, 2019).
Thus, time management has a greater buffering effect on academic stress
and poor time management has been found to be a predictor of academic
stress. More than that, academics and time management were often
mentioned together as factors causing stress (Majumbar B. & Ray A.,
2010).
Nursing student may need to prioritize all their activities to provide more
time for other activities that are important as well. Time management
may be the best tool for student nurses. Also, time management is one of
the most important techniques that everyone needs to learn (Eid N., et al.,
2015). Therefore, learning how to manage time effectively will help
students feel more relaxed, focused and in control (Adebisi J., 2013). In
addition, good time management such as setting goals and priorities as
well as monitoring the use of time can facilitate productivity and minimize
stress, contributing to work effectiveness (Al Khatib A., 2014).

Coping Strategies
Stress is a crucial and likely response of daily living, and is unavoidable
because it related to any external incident, whether it is satisfying or
worries producing. A person reaction towards stress found on whether an
event is judged as a challenge or a warning. Challenging stimulus can
bring constructive outcome for instance improved task performance and
increase motivation. In other way threatening ones can lead social
discomfort, depression, anxiety, and even develop suicidal intention
(Bakhsh M. & Sayed S., 2015)
According to a study by (Chan et al., 2009, Rowe, 2006) Effective coping
strategies for stress are very important and can turn a highly stressful
situation into a manageable. Some identified coping strategies include
family problem solving, social support, spiritual strategy, self-reliance,
transference, avoidance, denial and alcohol- drug intake (Seyedfatemi et
al, 2007, Chan et al, 2009, Kirkland, 1998). The social support strategy
has been identified by researchers as very effective in helping students
deal with stressful situations and is more frequently used (Mahat, 2002).
Failure to identify and use good coping strategies can result in serious
personal and professional negative consequences (Seyedfatemi et al,
2007) hence Timmins and Kaliszer (2002) proposed keeping an open
management style and supportive leadership as strategies to help
students cope in the clinical setting.
CHALLENGES
Undergraduate first-year nursing students often find the adjustment to the
university environment difficult and challenging due to the demands of
the nursing program (McDonald M, et al., 2018, Rossato L, et al., 2022).
On the clinical side of the nursing program, literature shows that
undergraduate first- year nursing students face challenges that require
coping mechanisms (Bodys-Cupak, et al., 2018, Lavoie-Tremblay M, et al.,
2022). Some challenges reported by undergraduate nursing students at
clinical facilities include, among others, theory and practice discrepancies,
inability to master the clinical skills taught, and discrepancies between
real-life clinical requirements and inducted procedures (Bodys-Cupak, et
al., 2018).
In addition, a study conducted by Lavoie-Tremblay et al. (Lavoie-Tremblay
M, et al., 2022) highlighted fear of harming the patient, demonstration of
clinical skills under close supervision, poor knowledge about patients’
medical condition, and the need to care for a dying patient as additional
stressors among the undergraduate first-year nursing students in clinical
facilities. These challenges contribute to poor academic resilience among
the cohort of students referred to in this study.
One challenge that is relatively obvious is the need to adapt to the
teaching modalities used in higher education, which are totally different
from those used during basic schooling (Rossato L, et al., 2022, Irvine S, et
al., 2021). Furthermore, issues related to the curriculum, that is rich in
content which translates to intensive lecture hours, long study hours to
grasp the content, and daily schedules swamped with a variety of lectures
covering different aspects of the curriculum, are challenging for
undergraduate first-year nursing students (Rossato L, et al., 2022, Lavoie-
Tremblay M, et al., 2022)
COPING STRATEGIES
In a study conducted by Alshahrani et al. (Alshahrani Y, et al., 2018)
“venting out frustrations” to peers was earmarked as one of the coping
strategies used to deal with academic stressors amid the transitioning
period. Some authors suggest learning through others, especially at
higher levels of training, as a key strategy to cope with transitioning to
university for first year students (Pryjmachuk S, et al., 2019, Hughes M, et
al., 2020).
Although some undergraduate nursing students would resort to
psychoactive substances to cope with academic stressors, a study
conducted by Bodys-Cupak et al. (Bodys-Cupak, et al., 2018) elucidated
that the use of such substances is less common. Instead, the majority of
the students use active coping mechanisms such as seeking support,
while a significant number would go to the extent of ceasing the activities
which they are not coping with (Bodys-Cupak, et al., 2018).

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