Assessment of Coping Strategies for Nursing Teachers Regarding Work Stress at Cairo Health Directorate Nursing Schools | ||
| Helwan International Journal for Nursing Research and Practice | ||
| Article 27, Volume 3, Issue 8, December 2024, Pages 237-251 PDF (1.63 M) | ||
| Document Type: Scientific Research Periodical | ||
| DOI: 10.21608/hijnrp.2025.325975.1236 | ||
| Author | ||
| Fatma Ahmed Mohamed* | ||
| Community health nursing, faculty of nursing,helwan university, Egypt, Cairo | ||
| Abstract | ||
| Coping with work-related stress is crucial for nursing teachers, who often face significant occupational challenges that can lead to burnout and decreased job satisfaction. Effective coping strategies can enhance their resilience and overall well-being. Aim: This study aimed for assessment of coping strategies for nursing teachers regarding work stress at Cairo health directorate nursing schools. Research design: A descriptive design was used in this study. Setting: 14 nursing schools (schools of nursing affiliated to Cairo health directorate). Sample: Convenient sample equal 100 nursing teachers. Tool of data collection: One tool included four parts, 1st part: Demographic characteristics, 2nd part: Nursing teacher’s health status, 3rd part: Work stress assessment, 4th part: Work stress coping strategies assessment. Results: 60 % of the studied nursing teachers had poor total assessment regarding work stress and 12 % of them had good total assessment regarding work stress. While, 70 % of them had negative total coping strategies, 30 % of them had positive total coping strategies toward work stress. Conclusion: There was highly statistically significant relation between studied nursing teachers’ total coping strategies, total work stress level and all items of demographic characteristics. Recommendations: Provide health education program for nursing teachers about coping strategies regarding work stress. | ||
| Keywords | ||
| Assessment; Coping Strategies; Nursing Teachers; Nursing Schools; and Work Stress | ||
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