PROBLEM IDENTIFICATION AND DEFINITION

INSTRUCTION: Identify and define your own research problem by answering the following
items. (You may use an additional sheet for your answers)

1. My research problem is
What strategies of coping with stress are most often used by nursing students during the covid-19
pandemic?

2. The conditions which gave rise to my research question are (Present evidence from
service statistics or related literature that will confirm the existence, seriousness and
distribution of your problem)

“During the COVID-19 outbreak, factors such as gender, urban/rural, and spatial distance
influenced anxiety, fear, sadness, anger and coping strategies of nurses and nursing
students. Nurses have stronger emotional responses and are more willing to adopt
problem-focused coping than nursing students. This study further explores the
relationship between emotional responses and coping strategies. There may be a cycle of
"more coping-more panic" among nurses, not necessarily among nursing students. In the
aftermath of COVID-19, we suggest hospitals focus on the following steps–provide more
psychological support to nurses, adopt better training in coping strategies, arrange for
adequate medical protective equipment, and develop a broad range of interventions to
block the spread of infectious diseases so as to form a safe environment where COVID-
19 stops spreading in hospitals. This will create an optimistic environment and guarantee
the personal safety of nurses, thereby enabling them to carry on with the highest quality
of patient care to win the battle against this epidemic.”( NCBI August 7, 2020)

3. The ideal situation would have been: (Standard, rule, expected, mandated, recommended)
“School closures caused by the COVID-19 pandemic triggered significant challenges for
education systems to respond to the needs of vulnerable student groups whose learning
and well-being tend to be the most impacted. Although substantial gaps remain, policy
initiatives have been taken across OECD countries to support the educational, social and
emotional needs of these students and their families.
However, data show that a significant percentage of students have been “lost” in the
process of school closures and that learning losses might be severe. Specifically,
educational gaps between vulnerable groups and others are likely to be exacerbated,
generating higher dropouts and absenteeism. Furthermore, the long-term social and
emotional impacts on students may be the most lasting legacy of the COVID-19 crisis.
As such, countries’ strategies to support these groups need to be clarified and
 strengthened during school reopenings in order to avoid lasting negative effects likely to
generate both social exclusion and economic loss.”(Cerna, L. (2019),)
4. The possible reasons for the discrepancy between No. 2 and 3 are:

The possible reasons for the discrepancy are the number 3 supported with data. Medical research
is the systematic, rigorous investigation of health-related problems in order to generate new
knowledge or confirm existing knowledge, with the potential benefit of evidence-based medical
practice and policy guidance.

5. The following interventions have been done to address the problem, and the outcomes
were: (If none, say so.)
Public health and preventive medicine students reported relatively good knowledge, attitude and
skill toward COVID-19 prevention and protection as well as the preference for positive, adaptive
coping strategies; they experienced a high level of stress during the COVID-19 pandemic. These
findings reveal a need for further studies and intervention for this population, especially those
who have a higher risk of stress. Since the increased understanding about COVID-19 may help
reduce the fear of it and thus reduce COVID-19 related stress, fundamental courses of COVID-
19 are likely to be beneficial for this population.
6. The following facts/findings have been reported in related studies about the problem.
(Prepare a summary of finding at least three recent related studies.)
It was determined that student nurses perceived a moderate level of stress during the
COVID‐19 pandemic. Those between the ages of 18 and 20 years and female students
were found to have higher levels of stress. Watching news, worrying about the risk of
infection, and the imposed curfew were found to affect stress levels. In line with these
results, it may be suggested that nursing trainers give training and counselling, especially
in the development of stress management skills for students under 20 years old and
female students. To help students reduce their stress levels, they should be given up‐to‐
date information about the pandemic. Besides, to reduce the anxiety of infection
transmission, it may be recommended to provide students with training on measures to be
taken, protective equipment, and hygiene issues via distance education.

7. The following questions about the problem, however, still remain unanswered:
 What could be the effect of this pandemic to nursing students?
 How COVID-19 is affecting nurses’ mental health, and what to do about it?
 What strategies could cope with nursing students in the midst of pandemic?
 What are the stressors and coping strategies during the COVID-19 pandemic among
nursing students?
 WORKSHOP No. 2

FORMULATION OF RESEARCH OBJECTIVES AND HYPOTHEIS

INSTRUCTIONS: Restate your research problem and formulate your research objectives. If
your immediate/general objective is still broad, formulate also the specific objectives.

1. My research problem is:

What strategies of coping with stress are most often used by nursing students during the covid-19
pandemic?
 
2. The immediate/general objective of my study is:
 To assess the factors affecting coping mechanism of nursing students at the midst of
pandemic
3. The specific objectives of my study are:
 To know what coping strategies with stress are most often used by nursing students
during pandemic.
 To evaluate nursing students views on the COVID-19 pandemic and their perceived
stress levels.

4. The major variables of my study are:

Dependent Variable/s:
 Age
 Sex
 Year Level

Intervening Variable/s (if any): 

 
Interdependent Variable/s:
 Study
 Anxiety
 Stress
5. The hypotheses of my study are:
There is no significant difference in the stress levels of Aklan Polytechnic College nursing
students when they grouped according to the following variable:

a. Sex
b. Age
c. Year level

WORKSHOP No. 3

FORMULATION OF THEORETICAL AND CONCEPTUAL

FRAMEWORK

1. My research problem is:

__________________________________________________________________
__________________________________________________________________
 
2. The immediate/general objectives of my study are:
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________ 

3. The specific objectives of my study are:

__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________ 

4. (If study is relational) My study is anchored on the theory  _______________of

____________________________________, which states that: ______________
__________________________________________________________________
__________________________________________________________________

5. In my study, _______________________________________ is assumed to be

associated with or affected by __________________________________________
__________________________________________________________________
__________________________________________________________________
 

WORKSHOP NO. 1

PROBLEM IDENTIFICATION AND DEFINITION

INSTRUCTION: Identify and define your own research problem by answering

the following items. (You may use an additional sheet for your answers)

1. My research problem is
 The Factors Affecting Coping Mechanism of Nursing Students at the Midst of
Pandemic

2. The conditions which gave rise to my research question are (Present

evidence from service statistics or related literature that will confirm the
existence, seriousness and distribution of your problem)

“During the COVID-19 outbreak, factors such as gender, urban/rural, and spatial distance
influenced anxiety, fear, sadness, anger and coping strategies of nurses and nursing
students. Nurses have stronger emotional responses and are more willing to adopt
problem-focused coping than nursing students. This study further explores the
relationship between emotional responses and coping strategies. There may be a cycle of
 "more coping-more panic" among nurses, not necessarily among nursing students. In the
aftermath of COVID-19, we suggest hospitals focus on the following steps–provide more
psychological support to nurses, adopt better training in coping strategies, arrange for
adequate medical protective equipment, and develop a broad range of interventions to
block the spread of infectious diseases so as to form a safe environment where COVID-
19 stops spreading in hospitals. This will create an optimistic environment and guarantee
the personal safety of nurses, thereby enabling them to carry on with the highest quality
of patient care to win the battle against this epidemic.”( NCBI August 7, 2020)

3. The ideal situation would have been: (Standard, rule, expected, mandated,
recommended)
“School closures caused by the COVID-19 pandemic triggered significant challenges
for education systems to respond to the needs of vulnerable student groups whose
learning and well-being tend to be the most impacted. Although substantial gaps
remain, policy initiatives have been taken across OECD countries to support the
educational, social and emotional needs of these students and their families.
However, data show that a significant percentage of students have been “lost” in the
process of school closures and that learning losses might be severe. Specifically,
educational gaps between vulnerable groups and others are likely to be exacerbated,
generating higher dropouts and absenteeism. Furthermore, the long-term social and
emotional impacts on students may be the most lasting legacy of the COVID-19
crisis. As such, countries’ strategies to support these groups need to be clarified and
strengthened during school reopenings in order to avoid lasting negative effects likely
to generate both social exclusion and economic loss.”(Cerna, L. (2019),)
4. The possible reasons for the discrepancy between No. 2 and 3 are:

The possible reasons for the discrepancy are the number 3 supported with data. Medical research
is the systematic, rigorous investigation of health-related problems in order to generate new
knowledge or confirm existing knowledge, with the potential benefit of evidence-based medical
practice and policy guidance.

5. The following interventions have been done to address the problem, and the
outcomes were: (If none, say so.)
Public health and preventive medicine students reported relatively good knowledge, attitude and
skill toward COVID-19 prevention and protection as well as the preference for positive, adaptive
coping strategies; they experienced a high level of stress during the COVID-19 pandemic. These
findings reveal a need for further studies and intervention for this population, especially those
who have a higher risk of stress. Since the increased understanding about COVID-19 may help
reduce the fear of it and thus reduce COVID-19 related stress, fundamental courses of COVID-
19 are likely to be beneficial for this population.
6. The following facts/findings have been reported in related studies about the
problem. (Prepare a summary of finding at least three recent related studies.)
 It was determined that student nurses perceived a moderate level of stress during the
COVID‐19 pandemic. Those between the ages of 18 and 20 years and female students
were found to have higher levels of stress. Watching news, worrying about the risk of
infection, and the imposed curfew were found to affect stress levels. In line with these
results, it may be suggested that nursing trainers give training and counseling, especially
in the development of stress management skills for students under 20 years old and
female students. To help students reduce their stress levels, they should be given up‐to‐
date information about the pandemic. Besides, to reduce the anxiety of infection
transmission, it may be recommended to provide students with training on measures to be
taken, protective equipment, and hygiene issues via distance education.

7. The following questions about the problem, however, still remain

unanswered:
What could be the effect of this pandemic to nursing students?
How COVID-19 is affecting nurses’ mental health, and what to do about it?
What strategies could cope with nursing students in the midst of pandemic?

“What are the stressors and coping strategies during the COVID-19 pandemic among nursing students?” 

WORKSHOP No. 2

FORMULATION OF RESEARCH OBJECTIVES AND HYPOTHEIS

INSTRUCTIONS: Restate your research problem and formulate your research

objectives. If your immediate/general objective is still broad, formulate also the
specific objectives.

1. My research problem is:

The Factors Affecting Coping Mechanism of Nursing Students at the Midst of
Pandemic
2.The immediate/general objective of my study is:
To assess the factors affecting coping mechanism of nursing students at the midst
of pandemic
 3. The specific objectives of my study are:
 1. To describe their perceptions of the COVID-19 crisis and their experiences
while studying at the time of the global COVID-19 pandemic. 
2. To explore how students perceive the COVID-19 crisis and what their
personal experiences were while studying during the global pandemic.
3.  To explore the relevant evidence related to stressors and coping strategies
among nursing students during the COVID-19 pandemic
4. To know the impact of COVID-19 in every aspect of life around the world
5. To evaluate nursing students views on the Covid-19 pandemic and their
perceived stress levels

4. The major variables of my study are:

Dependent Variable/s: 
Nursing students

Intervening Variable/s (if any): 

 
Interdependent Variable/s:
anxiety
fear
sadness
anger

5. The hypotheses of my study are:

Pandemic-related study resources (e.g., students’ digital learning readiness, appropriate handling
of the pandemic by the university, teacher availability and communications, useful digital
learning formats, social support) drive students’ study engagement.
Pandemic-related personal resources (e.g0 Resilience, state of health during the pandemic,
academic self-efficacy) are positively related to students’ study engagement during the
pandemic.
Pandemic-related demands (e.g., heightened academic stress through digital learning, health- or
economic-concerns) negatively influence study engagement.