Sultan Qaboos University, Muscat, Sultanate of Oman.
Kent State University Tuscarawas, New Philadelphia, OH, USA.
Int Nurs Rev. 2018 Jun;65(2):279-291. doi: 10.1111/inr.12393. Epub 2017 Jun 30.
This study critically appraised both quantitative and qualitative studies describing coping strategies utilized by nursing students when faced with stress.
Stress in nursing students during clinical training is well documented in the nursing literature. The need to utilize positive-coping strategies is necessary to effectively deal with stress and its accompanying stressors.
An integrative review method was used in this review. PsycINFO, PubMed, CINAHL (Cumulative Index to Nursing and Allied Health Literature), MEDLINE and Scopus were the databases used in searching for relevant literature using the following search terms; 'coping', 'nursing students', clinical training', 'ways of coping' and 'clinical practice'. A total of 27 studies published from 2001 to 2016 were included in this review.
Findings demonstrated that nursing students utilized problem-focused coping strategies rather than emotion-focused coping strategies. Specific coping behaviours utilized included problem-solving behaviours, self-confident approaches and seeking of support from family and friends.
The review contributes to the growing literature on coping strategies in nursing students and may have implications on nursing education and nursing policy. This review also demonstrated a scarcity of studies that links specific coping strategies to nursing school stressors and examines predictors of coping skills in nursing students.
Institutionalization of structured student orientation programme, implementation of well-planned mentoring programmes and establishment of support unit/centres may be helpful in supporting nursing students during their clinical placement. By developing empirically based interventions, nursing faculty can assist nursing students in strengthening their positive-coping skills to effectively deal with various stressors encountered.
本研究批判性地评价了描述护理学生面对压力时所采用的应对策略的定量和定性研究。
护理学生在临床培训期间的压力在护理文献中已有充分记载。为了有效应对压力及其伴随的压力源，需要利用积极的应对策略。
本综述采用综合评价方法。使用以下搜索词在 PsycINFO、PubMed、CINAHL（护理和相关健康文献累积索引）、MEDLINE 和 Scopus 数据库中搜索相关文献：“应对”、“护理学生”、“临床培训”、“应对方式”和“临床实践”。共纳入了 2001 年至 2016 年发表的 27 项研究。
研究结果表明，护理学生更多地采用问题聚焦型应对策略，而不是情绪聚焦型应对策略。具体采用的应对行为包括解决问题的行为、自信的方法以及寻求家人和朋友的支持。
本综述对护理学生应对策略的研究文献做出了贡献，可能对护理教育和护理政策产生影响。本综述还表明，很少有研究将特定的应对策略与护理学校的压力源联系起来，并考察护理学生应对技能的预测因素。
机构化的学生定向计划、实施精心策划的指导计划以及建立支持单位/中心，可能有助于在护理学生临床实习期间为其提供支持。通过开发基于实证的干预措施，护理教师可以帮助护理学生加强积极的应对技能，以有效应对所遇到的各种压力源。
