Medical knowledge | Studies, essays, thesises » Profile of Nursing Students with Hardiness Personality or Burnout Syndrome

Source: http://www.doksinet ISSN: 1981-8963 Silva RM da, Lopes LFD, Costa ALS et al. DOI: 10.5205/reuol10438-93070-1-RV1104sup201701 Profile of nursing students with hardiness. ORIGINAL ARTICLE PROFILE OF NURSING STUDENTS WITH HARDINESS PERSONALITY OR BURNOUT SYNDROME PERFIL DE ESTUDANTES DE ENFERMAGEM COM PERSONALIDADE HARDINESS OU SÍNDROME DE BURNOUT PERFIL DE ESTUDIANTES DE ENFERMERÍA CON PERSONALIDAD HARDINESS O SÍNDROME DE BURNOUT Rodrigo Marques da Silva1, Luis Felipe Dias Lopes2, Ana Lúcia Siqueira Costa3, Gabriela Alves Vieira da Silva4, Graziela de Souza Alves da Silva5, Laura de Azevedo Guido6 ABSTRACT Objective: to compare the sociodemographic and academic characteristics of nursing students presenting Burnout and students presenting Hardy. Method: this is cross-sectional, analytical and quantitative study A form for sociodemographic and academic characterization, the Maslach Burnout Inventory and the Hardiness Scale were applied to 570 students. Results: Burnout

and Hardiness are higher among female students, single, without children, aged between 20 and 24 years old, who do not play sports, do not participate in a scholarship, attend 10 subjects, are in the first semester, are satisfied with the course and without interest in abandoning it. Conclusion: the context contributes to burnout and stress resistance, showing that the way the academic environment is interpreted defines stress-related outcomes. Descriptors: Nursing; Burnout; Psychological Stress; Nursing Students. RESUMO Objetivo: comparar as características sociodemográficas e acadêmicas de estudantes de enfermagem que apresentam Burnout com aquelas apresentadas pelos alunos Hardy. Método: estudo transversal, analítico e quantitativo. Aplicaram-se um formulário para caracterização sociodemográfica e acadêmica, o Maslach Burnout Inventory e a Escala de Hardiness em 570 discentes. Resultados: a ocorrência tanto do Burnout quanto do Hardiness é maior nos discentes do sexo

feminino, solteiros, sem filhos, com idades entre 20 e 24 anos, que não praticam esportes, não são bolsistas, cursam 10 disciplinas, estão no primeiro semestre, satisfeitos com o curso e sem interesse em abandoná-lo. Conclusão: o contexto contribui para o Burnout e resistência ao estresse, o que evidencia que a forma de interpretação do ambiente acadêmico define os desfechos relacionados ao estresse. Descritores: Enfermagem; Esgotamento Profissional; Estresse Psicológico; Estudantes de Enfermagem. RESUMEN Objetivo: comparar las características socio-demográficas y académicas de estudiantes de enfermería que presentan Burnout con aquellas presentadas por los alumnos Hardy. Método: estudio transversal, analítico y cuantitativo. Se aplicaron un formulario para caracterización socio-demográfica y académica, el Maslach Burnout Inventory y la Escala de Hardiness en 570 discentes. Resultados: la ocurrencia tanto del Burnout cuanto del Hardiness es mayor en los discentes

del sexo femenino, solteros, sin hijos, con edades entre 20 y 24 años, que no practican deportes, no tienen becas, cursan 10 materias, están en el primer semestre, satisfechos con el curso y sin interés en abandonarlo. Conclusión: el contexto contribuye para el Burnout y resistencia al estrés, lo que muestra que la forma de interpretación del ambiente académico define los resultados relacionados al estrés. Descriptores: Enfermería; Burnout; Estrés Psicológico; Estudiantes de Enfermería. 1 Nurse, Master in Nursing, Ph.D student, Graduate Program in Adult Health Nursing, Nursing School, University São Paulo/USP/PROESA. São Paulo (SP), Brazil E-mail: marques-sm@hotmailcom; 2PhD Professor Production engineering, Administration Department. Federal University of Santa Maria/UFSM Santa Maria (RS), Brazil E-mail: lflopes67@yahoo.combr; 3Nurse, Professor, Department of Medical-Surgical Nursing, Nursing School, University of São Paulo/USP. São Paulo (SP), Brazil E-mail:

anascosta@uspbr; 4,5Students, Undergraduate in the Nursing Course, Nursing School, University of São Paulo/USP. São Paulo (SP) Brazil E-mails: gabrielaalvessilva@uspbr; grazielasilva@uspbr; 6 Nurse, Ph.D Professor of Nursing, Department of Nursing, Federal University of Santa Maria/UFSM Santa Maria (RS), Brasil. E-mail: lguido344@gmailcom English/Portuguese J Nurs UFPE on line., Recife, 11(Suppl 4):1606-15, Apr, 2017 1606 Source: http://www.doksinet ISSN: 1981-8963 Silva RM da, Lopes LFD, Costa ALS et al. INTRODUCTION During training in nursing undergraduate courses, the students develop some nursing care and management functions. In this way, they coexist with the reality of health services and develop different practices and interventions to care for the patient. Also, this student is in the learning phase, full of feelings of insecurity and fear and needs to respond to the academic requirements of his training phase.1-2 In this context, some situations can be evaluated as

stressors by the nursing students. Among them, internationally, there are the school activities experienced in the first 12 months of initial admission to the University; traumatic experiences of death; responsibility for the care of the other; demands on performance and interpersonal relationships; feeling of unpreparedness for the functions to be performed in the practical stages and classes; and adaptation to academic demands.3-5 At the national level, the most important are the intimate contact with the pain, the suffering of the other, the care of terminally ill patients and the corporal intimacy. Regarding the potential stressors of the academic environment, the situations related to the period of tests, the transition from school to the academic area and extraclass assignments are pointed out.6 Also, researchers have verified that the sociodemographic and academic characteristics of nursing students can contribute to the occurrence of stress.1,3 In general, nursing students are

young, single, female, without previous work experience, do not have work activity and use public means of transportation to reach university.8 According to a survey of 160 nursing students from São Paulo (Brazil), using the subway as a means of transport, not practicing leisure activities and sports and having a work activity represented greater stress to manage time.1 In another research, with 130 nursing students, public transportation used to get to college was one of the stressors most scored by the students.7 Based on the above, it is verified that the context experienced by the nursing student, including socio-demographic, academic and care issues, can lead to stress during professional training. Stress is defined as any situation, internal or external, that assesses or exceeds the adaptive resources of the individual.8 In research with nursing students from Rio Grande do Sul, 9.23% of the students with a high level of stress were identified and 67.69% in a medium level of

stress9 This English/Portuguese J Nurs UFPE on line., Recife, 11(Suppl 4):1606-15, Apr, 2017 DOI: 10.5205/reuol10438-93070-1-RV1104sup201701 Profile of nursing students with hardiness. phenomenon presents possible repercussions for the health of university students such as Burnout Syndrome whose relationship with stress has already been verified with statistical significance in different investigations.7,10-1 Such syndrome occurs when the individual does not use effective strategies to cope with the stressor. Thus, the stressor remains, which can lead to stress chronification and, therefore, to Burnout.12 Its characteristics are: Emotional Exhaustion consisted of the feeling of exhaustion before the requirements of the study; Disbelief, conceptualized as the presence of a cynical and distanced attitude to study; and Professional Ineffectiveness, characterized by the individual´s perception of being incompetent as a student.12 In this context, researchers found that 48.6% of medical

students in Washington13 and 17% of students of dentistry14 in São Paulo had the syndrome. Despite the presented panorama, studies have indicated low and moderate stress in university students.11,15 This context has been justified by the presence of characteristics that allow the resistance of the individual to stress (Hardy) and that compose a Personality called Hardiness.16 Thus, The Hardy individual has the belief that he can control the events of his experience (Control), the ability to feel completely engaged in the activities of his life (Commitment) and the interpretation of change as an exciting challenge for personal growth (Challenge).16 This personality can be developed over time from experiences and is related to better physical and mental health conditions.16 In a survey of 112 postgraduate medical students from southern Brazil, it was evidenced that 52.67% had high means in Control, 53.67% in Commitment and 4821% in Challenge. From the association of the domains, it was

observed that 23.21% presented characteristics of Personality Hardiness. Also, this personality was correlated to low stress, confirming the occurrence of less stress intensity in Hardy individuals.17 However, there are no studies that analyze the relationship of sociodemographic and academic characteristics with the occurrence of Personality Hardiness in the scientific literature. Also, there are few studies that analyze the relationship between these characteristics and Burnout Syndrome and, as an integrative review of the literature, none was specifically developed among nursing students.18-9 In a review conducted in Pubmed by the authors of this investigation, any 1607 Source: http://www.doksinet ISSN: 1981-8963 Silva RM da, Lopes LFD, Costa ALS et al. research compared the characteristics of stress-resistant students with those presented by students with Burnout Syndrome, a phenomenon from stress chronification. Based on this problems, the objective of this study was to

compare the sociodemographic and academic characteristics of nursing students presenting Burnout with those students having Personality Hardiness. Considering that the Hardy student has resistance to stress and that the student in Burnout suffers because of it, it is defended the hypothesis that the sociodemographic and academic characteristics that contribute to the occurrence of Burnout in nursing students are different from those that contribute to the occurrence of Hardiness Personality. METHOD This article is a result of the “Burnout and Hardiness Dissertation among Undergraduate Nursing Students,” Federal University of Santa Maria/UFSM, 2014. This is a cross-sectional, analytical study with a quantitative approach developed at three Higher Education Institutions (IESs) in Brazil. Participants were students enrolled in the Undergraduate Nursing Courses of the three institutions, regularly enrolled from the 1st to the 8th semester of the courses, aged 18 or over. Students not

enrolled in courses of vocational training were excluded; which, in the period of data collection, would not conclude the curricular grade because they exceeded the time limit of each school; which were not captured during data collection; and that they were in exchange. The data collection was carried out between April 2011 and March 2012. Students were approached in the classroom previously scheduled with a teacher through meetings. Initially, there were 732 nursing students enrolled in these educational institutions. However, 14 students were not enrolled in courses in the vocational cycle, three did not complete the curriculum because they exceeded the time limit, 91 were not picked up during the collection, three were in exchange, four were under 18, 34 did not return the Instruments, and four participated in the project as researchers, which totaled 153 excluded students. Also, eight students did not agree to participate in the survey, and one did not respond to any of the

Hardiness Scale items. The lack of answers influenced the performance of some statistical tests and, therefore, the subject was excluded. Thus, the access population of this study consisted English/Portuguese J Nurs UFPE on line., Recife, 11(Suppl 4):1606-15, Apr, 2017 DOI: 10.5205/reuol10438-93070-1-RV1104sup201701 Profile of nursing students with hardiness. of 570 nursing students, according to the inclusion and exclusion criteria selected. The data were collected through the following self-applied instruments: A form for socio-demographic characterization of students and Maslach Burnout InventoryStudent Survey (MBI-SS) and Hardiness Scale (EH). These instruments were delivered to the invited subjects and who agreed to participate in the study by signing the Free and Informed Consent Term (TCLE). The form for the sociodemographic characterization of the students has the following quantitative variables addressed: date of birth, the number of children, time spent to reach the

institution, number of subjects in the current semester, semester hourly load, daily study time, study/research group. The qualitative variables were: gender, marital status, with whom they reside, sports practice, leisure activities, institution in which they study, semester, year of beginning of the course, participation in study/research groups, satisfaction with the course, professional experience in health, other higher education, interest in giving up the course and if they have a job. The MBI-SS was translated and validated for the Brazilian reality in 2006.20 This instrument was built to evaluate students´ Burnout Syndrome, that is, how they experience their study according to three conceptual subscales: Emotional Exhaustion (EE), Disbelief (DE) and Professional Efficacy (PE).20 The instrument is a self-administered questionnaire with a seven-point Likert scale, where: zero - “never”, one – “at least once a year”, two – “sometimes a month or less”, three –

“a few times a month, four – “once a week”, five – “a few times a week” and six – “every day.” In addition, the MBI-SS is composed of 15 questions distributed as follows: Emotional Exhaustion (items 1, 4, 6, 8, 12), Disbelief (items -2, 9,10,14) and Professional efficacy , 5, 7, 11, 13, 15).20 The Hardiness Scale was translated and adapted into Portuguese in 2009 and validated in 2013.21 It is composed of 30 items arranged in a four-point Likert scale, where: 0 - no true, 1 - slightly true, 2 - almost all true and 3 - completely true. The items are have three domains: Control (2, 3, 8, 9, 12, 15, 18, 20, 25 and 29), Commitment (1, 6, 7, 11, 16, 17, 22, 27,28 and 30) and Challenge (4, 5, 10, 13, 14, 19, 21, 23, 24 and 26).21 It should be noted that the scores of items 3, 4, 5, 6, 8, 13, 16, 18, 19, 20, 22, 23, 25, 28 and 30 must be inverted and then summed.21 The analysis of the instruments was performed based on a standardized score, 1608 Source:

http://www.doksinet ISSN: 1981-8963 Silva RM da, Lopes LFD, Costa ALS et al. DOI: 10.5205/reuol10438-93070-1-RV1104sup201701 Profile of nursing students with hardiness. calculated for each MBI-SS subscale and EH domain. For this, the sum of the answered values was performed, excluding the zeros, and from this value, the sum of the possible minimum values of the subscale/domain was subtracted. Subsequently, this value was divided by the difference between the sum of the maximum possible values and the sum of the possible minimum values of the subscale/domain. sociodemographic and academic characteristics. Thus, the Chi-Square Test was used to compare the occurrence of Burnout and Resistant Personality about sociodemographic and academic variables. P-values <0.05 were considered statistically significant, with a 95% confidence interval. The internal consistency analysis of the items that make up the MBI-SS and the EH was performed using Cronbachs Alpha Coefficient. From the

obtained score, the level of Emotional Exhaustion, Disbelief and Professional Efficacy of the MBI-SS was identified as follows: students with a score of up to 50% were considered low level in the subscale and, above this value, they were considered with high level in the subscale. Thus, when this association was a high level of Emotional Exhaustion, a high level of Disbelief and a low level of Professional Efficacy, the student was considered having Burnout Syndrome.21,16 This study is a subproject of the Project Stress, Coping, Burnout, Depressive Symptoms and Hardiness in Nursing Students and Teachers, approved by the Research Ethics Committee (CEP) of the Federal University of Santa Maria (UFSM) under nº 0380.0 24300010 The classification of the level of Control, Commitment and Challenge was carried out in the same way to analyze EH, that is, students with a score of up to 50% were considered to be low level in that domain, and above that value, with a high level in the domain.

Thus, when this association was concomitantly high level of Commitment, high Level of Control and high level of Challenge, the student was considered with Personality Hardiness.22 A database was created in the Excel program (Office 2007), and Statistical Analysis System (SAS, version 9.01), and Statistica (version 7.1) were used for data organization and analysis. The qualitative variables were presented in absolute values (n) and percentages (%). Quantitative variables were exposed in descriptive measures: minimum and maximum values, mean ( x ) and standard deviation (SD). By the Guidelines and Norms Regulating Research Involving Human Beings (Resolution CNS 196/96),23 a Free and Informed Consent Form was sent with the instruments and information related to the research, which was signed by the subjects, authorizing their voluntary participation in the study. RESULTS In the analysis of the internal consistency of the 15 items that compose the MBI-SS, Cronbachs alpha was found to be

0.596 As for MBI subscales, the Alpha was 0.869 for “Emotional Exhaustion,” from 0.623 for Disbelief and 0.612 for Professional Efficacy For the 30 items of the Hardiness Scale, Cronbachs alpha of 0.781 was obtained On the domains of this scale, Alpha was found to be 0.643 for Control and Commitment and 0.644 for the Challenge These values attest satisfactory reliability to the instrument used for this research population(24). The descriptive measures of MBI-SS and EH for nursing students are presented in Table 1. After identifying the occurrence of the phenomena analyzed here, the nursing students with a Burnout indicative and (or) Hardiness Personality were analyzed for their English/Portuguese J Nurs UFPE on line., Recife, 11(Suppl 4):1606-15, Apr, 2017 1609 Source: http://www.doksinet ISSN: 1981-8963 DOI: 10.5205/reuol10438-93070-1-RV1104sup201701 Silva RM da, Lopes LFD, Costa ALS et al. Profile of nursing students with hardiness. Table 1. Descriptive measures of

MBI-SS and HD for nursing students Santa Maria (RS), Brazil (2013) Instrument Average Standard Minimum Maximum deviation MBI-HSS MBI-SS (15 items) 2.51 0.79 0.40 4.87 Emotional 3.57 1.31 0.00 6.00 Exhaustion Disbelief 1.78 1.29 0.00 5.75 Professional 2.12 0.82 0.83 5.67 Efficacy EH EH (30 items) 2.05 0.33 1.12 3.00 Commitment Control Challenge 2.15 2.06 1.94 It was verified that 24.74% (n=141) of the participants presented Burnout Syndrome and 21.93% (n=125) Personality Hardiness As for the differences between the occurrence of Burnout and the Hardiness Personality and the sociodemographic and academic variables, significant results among 0.42 0.38 0.41 1.00 1.00 1.00 3.00 3.00 3.00 at least one group of variables are presented in this study. Thus, the comparison between the occurrence of Burnout Syndrome and Hardiness Personality according to sociodemographic and academic characteristics is presented in Table 2. Table 2. Comparison between the occurrence of Burnout Syndrome and

Hardiness Personality about sociodemographic characteristics. Santa Maria (RS), Brazil (2013) Sociodemographic Burnout Syndrome Hardiness Personality variables (n=141) (n=125) n(%) n(%) Gender Male 24(17.02%) 23(18.40%) Female 117(82.98%) 102(81.60%) Total 141 (100%) 125(100%) P-value* p<0.0001 p<0.0001 Marital status Single 98(69.50%) 83(66.40%) Married 35(24.82%) 32(25.60%) Other 8(5.67%) 8(6.40%) Total 141(100%) 125(100%) P-value* p<0.0001 p<0.0001 Presence of children Yes 20(14.18%) 31(24.80%) No 121(85.82%) 94(75.20%) Total 141(100%) 125(100%) P-value* p<0.0001 p<0.0001 Age group < 20 years 33(23.40%) 19 (15.20%) old 20-24 60(42.55%) 55(44.00%) years old 25-29 19(13.48%) 14(11.20%) years old >29 years 29(20.57%) 37(29.60%) old Total 141 (100%) 125(100%) P-value* p<0.0001 p<0.0001 * Statistically significant difference (Chi-square test) It is observed that students with Burnout Syndrome have the same sociodemographic characteristics as those with

Hardiness Personality have a statistically significant English/Portuguese J Nurs UFPE on line., Recife, 11(Suppl 4):1606-15, Apr, 2017 difference. The comparison between the occurrence of Burnout and Hardiness about the academic characteristics of nursing students is presented below (Table 3). 1610 Source: http://www.doksinet ISSN: 1981-8963 Silva RM da, Lopes LFD, Costa ALS et al. DOI: 10.5205/reuol10438-93070-1-RV1104sup201701 Profile of nursing students with hardiness. Table 3. Comparison between the occurrence of Burnout Syndrome and Personality Hardiness about the academic characteristics. Santa Maria (RS), Brazil (2013) Academic Burnout Syndrome Hardiness Personality variables (n=141) (n=125) n(%) n(%) Sports* Yes 35(25.00%) 32(25.60%) No 105(75.00%) 93(74.40%) Total 141(100%) 125(100%) P-value* p<0.0001 p<0.0001 Academic Yes 32(22.70%) 22(17.60%) Scholarship No 109(77.30%) 103(82.40%) Total 141(100%) 125(100%) P-value* P<0.0001 p<0.0001 Giving up the Yes

52(36.88%) 35(28.00%) course No 89(63.12%) 90(72.00%) Total 141(100%) 125(100%) P-value* p=0.0018 p<0.0001 Satisfaction Yes 133(95.00%) 117(93.60%) with the No 7(5.00%) 8(6.40%) course* Total 140(100%) P-value* p<0.0001 p<0.0001 *One participant did not respond to the item. *Statistically significant difference (Chi-square test) Regarding the semester of the course, both the hardy students (Fr=22.40%, p=00011) and those with Burnout (Fr=29.79%, p <0001) students enrolled in the 1st semester were predominant. The same situation is observed in the number of subjects studied, as there was a predominance of students who studied 10 subjects, both among those with Personality Hardiness (Fr=40.00%, p<00001) and among those with Burnout (Fr=46.10%, p<0.001) In this sense, it is observed that students with Burnout and those with Personality Hardiness have the same academic characteristics, although they have outcomes that are conceptually opposed. Thus, while some students

exhibit resistance to stress (Hardiness), others suffer from stress chronification (Burnout). DISCUSSION Nursing academics coexist with the stressors of academic training, including those in the context of care and teaching and learning. Associated with this, some sociodemographic characteristics may influence the occurrence of stress and its outcomes for the life and health of these individuals.1,3 Among them, due to stress chronification, Burnout Syndrome was verified in 24.74 % (n=141) of nursing students in this study. The results found are close to those already verified in Brazilian research involving dental students (17% of 235 students)14 and nursing (20.07% of 130 students)7 However, they are inferior to those identified by researchers in international scope, in Investigations conducted among medical students from Minnesota-USA (45% of 545 students)24 and Washington-USA (48.6% of 4287 students)13 This shows that the context experienced by English/Portuguese J Nurs UFPE on

line., Recife, 11(Suppl 4):1606-15, Apr, 2017 the students interferes in the occurrence of stress and the health outcomes since there are students from different countries and undergraduate courses. In this sense, when analyzing the sociodemographic and academic context of nursing students with Burnout, it was verified that the occurrence of this syndrome is higher in female students, single, without children, who do not practice sports, without an academic scholarship, satisfied with the course and did not think about giving up. Regarding gender, the predominance of women in nursing courses is a fact already evidenced in different studies1,7 and that it was also verified in this investigation. Therefore, this fact may have contributed to the prevalence of women with Burnout in the study population. The fact that they are single and without children supports the thesis that family and relationships act as support for facing the situations of the occupational or academic environment

and that the lack of support can imply higher rates of stress and burnout. In a survey of 514 Brazilian students from the health area, higher means of Emotional Exhaustion were identified among those who did not have children ( x =3,05; p = 0,000) compared to the others ( x =2,26; p = 0,000).12 In research conducted with 246 nursing students from Ireland, 38.2% of individuals with stable relationships had a lower frequency of stress.25 The academic scholarship allows greater autonomy for the student to participate in academic activities, such as events and courses. These are an opportunity in which the student can meet new people and places as well as establish professional contacts. Also, the scholarship assists in the costing of 1611 Source: http://www.doksinet ISSN: 1981-8963 Silva RM da, Lopes LFD, Costa ALS et al. personal expenses during the training period, which allows the student a greater immersion in the academic context. In this sense, in a study with 524 university

students from different courses,12 it was found that those with an academic scholarship ( x = 3,53; p =0,005) had lower means of exhaustion than those who depended on their parents ( x = 2,93; p=0,005) or sustained on their own ( x = 2,46; p=0,005). The academic scholarship and the activities inherent in the course require time and can overwhelm the student. Thus, the time available for personal activities, such as sports, is limited. This fact was evidenced in this research since the occurrence of Burnout was higher among those who do not play sports. This activity improves self-esteem, increases security for daily tasks and increases well-being. Also, sport is associated with a lower risk of changes in the mental health of students, such as stress, and helps in social interactions.1,7 In a study with students from São Paulo, it was observed that those who practice sports had averages under stress.1 Also, by helping to minimize stress, sports play a role in the prevention of

different psychological disorders, such as depression, burnout, and anxiety.26-7 Also, among those with Burnout, those aged between 20 and 24 are predominant, who are enrolled in the first semester, study 10 subjects, did not think about giving up and are satisfied with the course. It is observed that the students are young, coexisting with a new reality by the entrance in the higher education, and submitted to a remarkable volume of academic activities. Thus, for the students, these situations are interpreted as stressors and the coping strategies used were not effective, which led to stress chronification and later to Burnout. Therefore, scholars describe that entrance into higher education implies changes in responsibility, the volume of activities to be carried out daily and, therefore, the time available for social activities.6 Thus, the student must manage daily time to reconcile activities of social life, the practice of sports and leisure.1,12 Although evaluating the situations

of the academic formation as stressors, the satisfaction with the course and the interest in not abandoning it may have led the students to use different strategies of coping, however, without success to minimize the stress. In this regard, researcher28 states that some people expend all the efforts necessary to achieve their goals, which leads to Emotional Exhaustion. When the individual English/Portuguese J Nurs UFPE on line., Recife, 11(Suppl 4):1606-15, Apr, 2017 DOI: 10.5205/reuol10438-93070-1-RV1104sup201701 Profile of nursing students with hardiness. realizes that his/her goals have not been met, he/she moves away from the other colleagues by indifference and coldness (Disbelief) and their productivity reduces, with impact to the Professional Achievement.28 Although the context presented contributes to the occurrence of Burnout, it is known that some people present personality traits that allow resistance to stress. In this sense, it was verified that 21.93% (n=125) of the

students of this investigation had Personality Hardiness and that the characteristics of these individuals are the same ones identified for the students in Burnout. In that sense, not having children and being single can imply in more time available for other academic activities and social events. Students who do not have an academic scholarship can seek optional activities for their maintenance, in which they consolidate interpersonal relationships (Commitment) and need to control events related to academic and work tasks (Control). In the case of overload, it is possible that the student does not find time for sports. In this way, the Commitment (ability to keep involved with people and events instead of isolating and alienating) and Control (need to control the events of life), two important characteristics of the Personality Hardiness.29-30 Also, individuals with a Hardiness Personality predominate with those between 20 and 24 years old who are enrolled in the first semester,

attending 10 subjects and have not thought about giving up the course. Thus, young students are evidenced; with a remarkable load of activities; at the beginning of the undergraduate course and therefore in the process of adapting to it, but nevertheless wish to continue in the course and feel satisfied with the chosen course. These findings may strengthen the Hardiness Personality Challenge component, which consists of the ability to interpret the stressor as normal and an opportunity to learn more,17,29 mainly because the university context is still new to students who have just joined (1st semester). Based on the above scenario, it can be concluded that the academic context contributes both to the maintenance of physical and mental health and to changes in it. Thus, the different interpretations that students make of this same context are that they will define what repercussion will be present in their life, whether a Syndrome resulting from the use of ineffective coping strategies

or a Personality related to lower levels of stress.17 This strengthens the individual character present in the 1612 Source: http://www.doksinet ISSN: 1981-8963 Silva RM da, Lopes LFD, Costa ALS et al. Interactionist Model of stress,8 in which the occurrence of stress is linked to cognitive evaluation, that is, the definition of meaning for the event in a series of evaluative categories.8,17 Thus, identical situations may perceive as stressors by some students and as an exciting challenge to professional growth for others. Therefore, some people are more resistant to stress than others, although inserted in the same context. CONCLUSION It has been found that the sociodemographic and academic characteristics of both students with Personality Hardiness and those with Burnout are the same. This fact refutes the hypothesis raised in this investigation that the sociodemographic and academic characteristics that contribute to the occurrence of Burnout Syndrome in nursing students are

different from those that contribute to Personality Hardiness. Thus, the socio-demographic and academic context can contribute to both negative stress outcomes such as Burnout Syndrome and the strengthening of Hardiness personality characteristics of the stress (Hardiness). Therefore, it is inferred that the way in which the student interprets the lived context the stress-related outcomes in nursing training will be defined. This understanding makes the main advance of this research. As a limitation of this study, there are the different techniques of analysis used by the researchers, hindering to compare the findings of this investigation and the results of other research. Also, few studies analyze the characteristics of academics regarding the occurrence of Burnout Syndrome and Personality Hardiness, which is an evolution in studies related to stress. In this sense, it is necessary to construct research with other approaches and delineations to understand how the students have

evaluated the academic formation, considering the relation of the stressors and the sociodemographic characteristics together. ACKNOWLEDGEMENTS We thank the data collection team, including scientific initiation fellow and master´s degree, of all the institutions involved in this research for the excellent work done and that allowed the construction of an interinstitutional database. DOI: 10.5205/reuol10438-93070-1-RV1104sup201701 Profile of nursing students with hardiness. REFERENCES 1. Costa ALS, Guido LA, Silva RM, Lopes LFD, Mussi FC. Stress intensity of a nursing students regarding to biosocial and academic characteristics - A cross-sectional study. J Nurs Educ Pract [Internet]. 2013 [cited 2014 Aug 13];4(2):29-37. Available from:http://www.scieduca/journal/indexph p/jnep/article/view/2832 2. Timmis F, Kaliszer M Aspects of nurse education programmes that frequently cause stress to nursing students – fact-finding sample survey. Nurse educ today [Internet] 2002 [cited 2015

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Goulart CT, Lopes LFD, Serrano PM, Guido LA. tress and hardiness among public university multiprofessionals residents. Rev enferm UFSM [Internet] 2014 [cited 2015 Aug 22];4(1):87-96. Available from:https://periodicos.ufsmbr/reufsm/artic le/view/8921/pdf Submission: 2015/09/28 Accepted: 2016/12/21 Publishing: 2017/04/15 Corresponding Address Laura de Azevedo Guido Universidade Federal de Santa Maria Rua Fioravante Antonio Spiazzi, 78 Cerrito, Km 03 CEP: 97095-180  Santa Maria (RS), Brazil English/Portuguese J Nurs UFPE on line., Recife, 11(Suppl 4):1606-15, Apr, 2017 1615