Cardiff University, Nursing, Health and Social Care Research Centre, Cardiff School of Nursing and Midwifery Studies, 4th Floor, Eastgate House, 35-43 Newport Road, Cardiff CF24 0AB, United Kingdom.
Nurse Educ Today. 2010 Jan;30(1):78-84. doi: 10.1016/j.nedt.2009.06.008.
It is well recognised that nurse education/training can be a stressful experience and that self-esteem is an important predictor of stress. BACKGROUND/LITERATURE: While there are a significant number of studies showing levels and contributors to stress among students. There is little evidence of how these levels change over time. The aim of the study was to investigate nursing students' experiences of stress and levels of self-esteem during three years of their undergraduate nursing programme.
Participants completed the stress in nurse education questionnaire and the culture free self-esteem inventory at various time points in the study, and a demographic questionnaire at baseline. The students who took part in the study commenced their nurse training in September 2002.
DATA/RESULTS: This study has demonstrated that levels of self reported stress and "general" self-esteem are significantly different at different stages the nurse training process. Self reported stress were at the highest at the beginning of the third year and these were significantly higher when compared to stress reported at any other time point. Self-esteem levels were lowest at the end of training.
Trying to obtain data only at single time point during nurse education/training is inadequate as this research has shown that there is indeed variation in student psychological well being across the academic year.
人们普遍认识到，护士教育/培训可能是一个充满压力的经历，而自尊是压力的一个重要预测因素。背景/文献：虽然有大量研究表明学生的压力水平和压力来源，但几乎没有证据表明这些水平随时间如何变化。本研究旨在调查护理本科生在本科护理课程的三年中经历的压力和自尊水平。方法：参与者在研究的不同时间点完成了护士教育压力问卷和无文化自尊量表，并在基线时完成了人口统计学问卷。参加研究的学生于 2002 年 9 月开始接受护士培训。结果：本研究表明，在护士培训过程的不同阶段，自我报告的压力和“一般”自尊水平有显著差异。第三年开始时自我报告的压力最高，与其他任何时间点报告的压力相比，这一压力明显更高。培训结束时自尊水平最低。结论：仅在护士教育/培训的单个时间点获取数据是不够的，因为这项研究表明，学生的心理健康状况在整个学年确实存在变化。
