Evans William, Kelly Billy
Department of Nursing and Health Care Studies, School of Science, Institute of Technology, Tralee, County Kerry, Republic of Ireland.
Nurse Educ Today. 2004 Aug;24(6):473-82. doi: 10.1016/j.nedt.2004.05.004.
The aim of this study is to examine the stress experiences and coping abilities of student nurses. A survey design was employed to examine the stress experiences of Diploma student nurses in a large Dublin Teaching Hospital. A questionnaire was utilized that measured and explored five specific constructs pertinent to student nurse stress. These included clinical stress, academic stress, coping, emotions and personal factors which assist students nurses during periods of stress. Findings showed that examinations, the level and intensity of academic workload, the theory-practice gap and poor relationships with clinical staff were the leading stressors identified. Emotional reactions to stress included feeling exhausted and upset under pressure. Students adopted short-term emotion focused coping strategies when attempting to deal with stress. A sense of achievement, and determination, were personal factors, which assisted students to continue in the event of stress being present. Content analysis of the open questions shed further light in relation to the stress phenomenon, particularly in relation to clinical stress. The provision of adequate support services from a clinical and academic perspective, a lecture-practitioner model of education delivery, and curriculum changes which focus on developing student self awareness skills are the suggested study recommendations.
本研究的目的是考察实习护士的压力体验和应对能力。采用调查设计来考察都柏林一家大型教学医院中专科实习护士的压力体验。使用了一份问卷来测量和探究与实习护士压力相关的五个特定结构。这些包括临床压力、学业压力、应对方式、情绪以及在压力时期帮助实习护士的个人因素。研究结果表明，考试、学业工作量的水平和强度、理论与实践的差距以及与临床工作人员的不良关系是所确定的主要压力源。对压力的情绪反应包括在压力下感到疲惫和心烦意乱。学生在试图应对压力时采用短期的以情绪为中心的应对策略。成就感和决心是个人因素，在有压力的情况下帮助学生继续前行。对开放性问题的内容分析进一步揭示了压力现象，特别是与临床压力相关的现象。从临床和学术角度提供充分的支持服务、讲授 - 从业者教育模式以及注重培养学生自我意识技能的课程改革是本研究提出的建议。
