Reducing Clinical Nursing Students’ Perceived Stress Through Devoted Coaching
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Undergraduate nursing students face complex challenges requiring additional support to achieve success and well-being. Reducing perceived stress and improving the success and well-being of clinical nursing students before transition to practice could help curb the early-career exit of new nurses. The project aimed to determine whether implementing a clinical student success coach using a holistic Student Success Care Model improved the perceived stress of clinical nursing students. The intended outcome was reduced perceived stress. A quasi-experimental design was used to assess participants' perceived stress in a pre- and post-intervention cohort format using the Perceived Stress Scale-10. Data before and after the intervention were collected from six participants who were undergraduate nursing students enrolled in the traditional or accelerated Bachelor of Science in Nursing program at a university in Missouri and had been referred to success coach services. The evidence-based intervention was the new success coach faculty role and delivery of services for students through individual and small-group coaching as the central provision in a newly developed Student Success Care Model at the project site. A Wilcoxon signed-rank test was performed, indicating statistical significance on the magnitude of difference between pre- and post-intervention perceived stress scores (p = 0.036). Pre-intervention stress (Mdn = 26) was categorized as moderate, while post-intervention stress (Mdn = 13) was low. Evidence demonstrates that coaching can positively impact nursing student stress, burnout, distress, and attrition. Reducing nursing student stress and burnout could help prepare a healthier nursing workforce and reduce the early career exit of new nurses.
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Open Access (fully available)