Burnard Philip, Edwards Deborah, Bennett Kim, Thaibah Hjh, Tothova Valerie, Baldacchino Donia, Bara Petrit, Mytevelli Jetona
Cardiff University, Cardiff School of Nursing and Midwifery Studies, Wales, United Kingdom.
Nurse Educ Today. 2008 Feb;28(2):134-45. doi: 10.1016/j.nedt.2007.04.002. Epub 2007 Jun 7.
Stress amongst nursing students is a global issue. There is an absence of published international comparative studies which investigate this and so this paper sets out to explore the sources of stress among nursing students throughout their course of study and to determine whether they were more stressed by academic or clinical factors across five different countries (Albania, Brunei, the Czech Republic, Malta and Wales). Although each country, within this study, has a unique culture, a cross-cultural comparison can be made in an attempt to better understand stress in the student nursing population.
The study was undertaking using a descriptive quantitative design using the Stress in Nurse Education Questionnaire with 1707 nursing students across the five countries.
The mean score for the total sample for all the items on the stress scale was 52.3 (SD 17.1). The sample from Wales had the lowest mean score and those in Brunei had the highest. Students in Brunei and Malta were more stressed by the academic elements of the course than by the clinical elements. Whereas for those students in the Czech Republic For students in Wales and in Albania - Korçe there were no differences in stress experienced between the academic and clinical elements of the course. The results indicated that there were no significant differences in total stress scores by year of study for students in Albania - Tirana, Albania-Korçe, Malta and Wales. In Brunei however, ANOVA revealed that there were significant differences in total stress scores by year of study. Further analysis revealed that students in year 3 scored higher on the overall scale than students in year 1. The individual item on the stress scale with highest mean in the Albania - Korçe and the Albania-Tirana sample was "The death of a patient" whilst the Bruneian sample, Maltese sample and Welsh sample opted for "Revising for and sitting examinations" and the Czech sample chose: "Continuous pressure to meet deadlines for assessments".
This study has succeeded as the first of its kind to compare and contrast levels and sources of stress amongst an international sample. The findings indicate that student nurses worldwide do share much in common while still retaining individual cultural features relating to stress throughout their course of study.
护理专业学生面临的压力是一个全球性问题。目前缺乏已发表的针对此问题的国际比较研究，因此本文旨在探讨护理专业学生在整个学习过程中的压力来源，并确定在五个不同国家（阿尔巴尼亚、文莱、捷克共和国、马耳他和威尔士），他们是更多地受到学术因素还是临床因素的压力影响。尽管本研究中的每个国家都有独特的文化，但仍可进行跨文化比较，以更好地了解护理专业学生群体中的压力情况。
本研究采用描述性定量设计，使用护士教育压力问卷对五个国家的1707名护理专业学生进行调查。
压力量表所有项目的总样本平均分为52.3（标准差17.1）。威尔士的样本平均分最低，文莱的样本平均分最高。文莱和马耳他的学生在课程学术方面比临床方面感受到的压力更大。而对于捷克共和国、威尔士以及阿尔巴尼亚科尔察的学生来说，课程的学术和临床方面所带来的压力没有差异。结果表明，阿尔巴尼亚地拉那、阿尔巴尼亚科尔察、马耳他和威尔士的学生，其总压力得分在不同学习年份之间没有显著差异。然而在文莱，方差分析显示不同学习年份的总压力得分存在显著差异。进一步分析表明，三年级学生在总体量表上的得分高于一年级学生。在阿尔巴尼亚科尔察和阿尔巴尼亚地拉那样本中，压力量表上平均得分最高的单项是“患者死亡”，而文莱样本、马耳他样本和威尔士样本选择的是“复习备考和参加考试”，捷克样本选择的是“持续面临评估截止日期的压力”。
本研究成功地首次对国际样本中的压力水平和来源进行了比较和对比。研究结果表明，全球范围内的护理专业学生确实有很多共同之处，同时在整个学习过程中仍保留着与压力相关的个体文化特征。
