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Stress of Nursing Students Studying Online
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Author(s): Deana L. Molinari (Idaho State University, USA), Alice E. Dupler (Washington State University Intercollegiate College of Nursing, USA)and Naomi Lungstrom (Washington State University Intercollegiate College of Nursing, USA)
Copyright: 2009
Pages: 8
Source title:
Encyclopedia of Distance Learning, Second Edition
Source Author(s)/Editor(s): Patricia L. Rogers (Bemidji State University, USA), Gary A. Berg (California State University Channel Islands (Retired), USA), Judith V. Boettcher (Designing for Learning, USA), Caroline Howard (HC Consulting, USA), Lorraine Justice (Hong Kong Polytechnic University, Hong Kong)and Karen D. Schenk (K. D. Schenk and Associates Consulting, USA)
DOI: 10.4018/978-1-60566-198-8.ch284
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Abstract
Stress impacts both quality and length of life (Bowman, 2005; Sapolsky, 1998), but the stress of learning is yet to be understood. Recent researchers attempt to explain how stress can both increase and hamper learning, but no studies were found that linked learning stress to life long stress. Until recently no technologies could measure the biophysical variables in normal activities of life. Invasive technologies made it difficult to study people in vivo. The Allostatic Load Theory provides a foundation for the study as learning begins at the earliest stages of life and continues until old age (Alfarez, Wiegert, & Krugers, 2006; McEwen, 1998). Research indicates stress over long periods induces a variety of chronic diseases (Kiecolt-Glaser, McGuire, Robles, & Glaser, 2002; Blair, Granger, & Raza, 2005). Weight gain, hypertension, osteoporosis, immunosuppression, insulin resistance, atherosclerosis, and cardiovascular disease are a few complications of long term stress (Karlamangla, Singer, McEwen, Rowe, Seeman, 2002). The ultimate result is death. Stress may be the largest public health issue for the new century.
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