predicted by the Lazarus/Folkman model) were associated with increases in the emotions of threat, fear, and disgust and with decreases in stimulation.
Also, as predicted by the Lazarus/Folkman model, an increase in the sense of threat was also associated with a decrease in stimulation. However, increases in the sense of challenge, in contradiction to the Lazarus/Folkman model, were also associated with increases in stress, threat, fear, stimulation, and disgust. Although findings could be used to conclude that the study's conceptual model was incorrect in its major postulates concerning stress, cognitive appraisal and resulting emotions, it was noted that this conclusion would most likely be invalid; this because several alternative explanations were possible with respect to producing findings. Alternative explanations included a possible history effect, inadequacies of the test instrument to measure the variables of interest, and the interval of observation being too short.
STRESS PERCEIVED BY NURSING STUDENTS IN THE CLINICAL SETTING
The nursing education process can be a very stressful experience. This high level of stress can lead to disruptions in both physiological and psychological health. There is considerable nursing literature on stress, dissatisfaction, and burnout in the practicing nurse but literature addressing similar concerns in the educational process of nurses is virtually nonexistent (Grout, 1980).
Nursing eduction programs strive to prepare nursing students for entry into professional practice. This preparation includes didactic instruction which focuses on cognitive development and incorporates nursing theories and problem solving techniques. The importance of the classroom component should not be minimized since it is nursing theory that provides the foundation for nursing practice. An integral component of this learning process is the development of psychomotor and technical skills which...