Yıldırım, NuriyeKaraca, AyselCangür, ŞengülAçıkgöz, F.Akkuş, Dilek2020-04-302020-04-3020170260-69171532-2793https://doi.org/10.1016/j.nedt.2016.09.014https://hdl.handle.net/20.500.12684/5127YILDIRIM SISMAN, Nuriye/0000-0003-3745-3751WOS: 000389730600006PubMed: 27701030Background: Nursing education can be a stressful experience. To fully benefit from this experience and develop a positive professional identity, it is essential for nursing students to effectively cope with education-related stress. Purpose: The aim of the study was to investigate the relationships between nursing students' education-related stress and stress coping, self-esteem, social support, and health status. Method: This study utilized a cross-sectional, descriptive, and correlational design. The sample consisted 517 nursing students from a bachelor program in Turkey during the 2014-2015 academic year. Participants provided data on sociodemographic characteristics as well as completing the following instruments: Nursing Education Stress Scale, Coping Behavior Inventory for Nursing Students, Multidimensional Scale of Perceived Social Support, Rosenberg Self-Esteem Scale, and General Health Questionnaire. Relationships were examined using multivariate structural equation modeling. Results: Results indicated that nursing students' stress coping levels were affected by self-esteem and social support. Additionally, this interaction appears to affect general health status. Although the direct effect of stress on coping was non-significant, its overall effect was significant within the model. Conclusion: It is necessary to conduct further intervention studies examining the role of self-esteem and social support in facilitating nursing students' stress-related coping during their education. (C) 2016 Elsevier Ltd. All rights reserved.en10.1016/j.nedt.2016.09.014info:eu-repo/semantics/closedAccessCopingHealthNursing studentsSelf-esteemSocial supportStructural equation modelingArticle483339WOS:000389730600006Q1Q1