Effect of Psycho-Educational Program on Perceived E-learning Stress and Coping Strategies among Nursing Students at Beni-Suef University

El-Malky, Maaly; Abed, Gehan A.; Abdel Wahab, Safaa D.; El-Sayed, Saida; Rabie, Asmaa A.

doi:10.21608/menj.2023.331277

Effect of Psycho-Educational Program on Perceived E-learning Stress and Coping Strategies among Nursing Students at Beni-Suef University

Document Type : Original Article

Authors

¹ Department of Psychiatric and Mental Health Nursing, Faculty of Nursing, Shebin El-Kom, Menoufia University, Egypt

² Department of Psychiatric Mental Health Nursing, Faculty of Nursing, Beni-Suef, Beni-Suef University, Egypt

10.21608/menj.2023.331277

Abstract

Abstract: Background: Perceived E-learning stress is associated with a wide range of psychological distress. Individuals with high perceived stress are less likely to engage in healthy behaviors. The purpose of the study was to evaluate the effect of the psycho-educational program on perceived E-learning stress and coping strategies among psychiatric nursing students at Beni-Suef University. Design: A quasi-experimental research design two groups (study and control pre/ post-test) was used to achieve the purpose of the study. Setting: The study was conducted at the Faculty of Nursing Beni-Suef University, Egypt. Sample: was a purposive sample of 90 students of fourth-year students in the psychiatric nursing department divided randomly into two equal groups (study and control group). Instruments: Data were collected using the following instruments, (1) An Interviewing Questionnaire to assess the socio-demographic characteristics of the students. (2) The perceived Stress Scale (PSS). (3) Coping with E-learning Problems Scale. Results: the results revealed that (70%) of the students had E- learning stress there was a statistically significant reduction in the level of perceived E-learning stress and enhancement of the coping strategies for stress in the study group immediately after the application of the psychoeducational program compared with the control group. Conclusion: it was concluded psychoeducational program had a positive effect on reducing the level of perceived E-learning stress among students. And enhancing coping levels. Recommendation: psychoeducational program for reducing the perceived E-learning stress should become an integral part of the total management of perceived E-learning stress. Assertiveness training and stress management techniques should be given to all students with perceived E-learning stress to help them to cope with stress and enhance their psychological well-being.

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