Pagana K D
Department of Nursing, Lycoming College, Williamsport, PA 17701.
J Nurs Educ. 1990 Jun;29(6):255-61. doi: 10.3928/0148-4834-19900601-06.
The stressful nature of the clinical experience of nursing students was examined within the context of Lazarus' theory of cognitive appraisal of stress. The students' evaluation of their initial medical-surgical clinical experience as a threat or a challenge was determined along with the hypothesized mediating variables of hardiness and social support. The sample of 246 students from seven different colleges and universities in Pennsylvania completed a hardiness measure, the Norbeck Social Support Questionnaire (NSSQ), and a Clinical Stress Questionnaire (CSQ). Although the correlations were low, hardiness was found to be positively related to the evaluation of challenge and negatively related to the evaluation of threat. Social support was positively related to the evaluation of challenge only when using a work-related measure of support. The hypothesis that social support would be negatively related to the evaluation of threat was not supported. This research raises important questions related to the theories of hardiness, social support, and cognitive appraisal of stress. Implications for further research in this area are offered.
在拉扎勒斯压力认知评估理论的背景下，对护理专业学生临床体验的压力性质进行了研究。确定了学生对其最初的内科 - 外科临床体验是威胁还是挑战的评估，以及假设的心理韧性和社会支持等中介变量。来自宾夕法尼亚州七所不同学院和大学的246名学生样本完成了一项心理韧性测量、诺贝克社会支持问卷（NSSQ）和临床压力问卷（CSQ）。尽管相关性较低，但发现心理韧性与挑战评估呈正相关，与威胁评估呈负相关。仅在使用与工作相关的支持测量时，社会支持与挑战评估呈正相关。社会支持与威胁评估呈负相关的假设未得到支持。这项研究提出了与心理韧性、社会支持和压力认知评估理论相关的重要问题。并提供了该领域进一步研究的启示。
