Gibbons Chris, Dempster Martin, Moutray Marianne
School of Nursing and Midwifery, Queens University Belfast, UK.
J Adv Nurs. 2008 Feb;61(3):282-90. doi: 10.1111/j.1365-2648.2007.04497.x.
This paper is a report of a study to identify experiences that led to both distress and eustress and to make recommendations to help students cope with course demands.
Much of the research on stress in nursing students is quantitative in focus and all draws on their experience of distress, with little attempt to understand experiences of eustress.
A series of focus groups were carried out with a volunteer sample of final year nursing students (n = 16) in the United Kingdom in 2007. The data were thematically analysed.
The themes identified were clinical experience, support, learning and teaching experience and course structure. There were experiences within each that were perceived as sources of distress and eustress. Many of the sources of distress concur with earlier findings but they are more likely to be experienced and commented on because the demands of present-day programmes and the profile of many nursing students mean that more effort is invested in meeting educational demands. The experiential learning and patient-care opportunity that placements provided was an important source of eustress.
Students who coped well drew on effective support networks and adopted a positive, optimistic perspective towards programme issues. Effective educators did not offer more time than those perceived as less effective but seemed more effective at tuning into students' concerns, showing more empathy and offering clearer guidance.
本文报告一项研究，旨在确定导致痛苦和良性压力的经历，并提出建议以帮助学生应对课程要求。
关于护理专业学生压力的研究大多集中在定量方面，且均基于他们的痛苦经历，很少尝试去了解良性压力的经历。
2007年，对英国最后一年护理专业的学生志愿者样本（n = 16）进行了一系列焦点小组讨论。对数据进行了主题分析。
确定的主题有临床经验、支持、学习与教学经验以及课程结构。每个主题中都有被视为痛苦和良性压力来源的经历。许多痛苦来源与早期研究结果一致，但由于当今课程的要求以及许多护理专业学生的特点，意味着他们需要投入更多精力来满足教育需求，所以这些来源更有可能被体验和提及。实习提供的体验式学习和患者护理机会是良性压力的重要来源。
应对良好的学生借助了有效的支持网络，并对课程问题采取了积极、乐观的态度。有效的教育者提供的时间并不比那些被认为效果较差的教育者更多，但他们似乎更善于关注学生的担忧，表现出更多的同理心并提供更清晰的指导。
