McCarthy Bridie, Trace Anna, O'Donovan Moira, Brady-Nevin Caroline, Murphy Margaret, O'Shea Maria, O'Regan Patricia
General Nursing, School of Nursing & Midwifery, University College Cork, Ireland.
Psychology, School of Applied Psychology, University College Cork, Ireland.
Nurse Educ Today. 2018 Feb;61:197-209. doi: 10.1016/j.nedt.2017.11.029. Epub 2017 Nov 28.
The aim of this review is to examine the literature related to the sources of stress, coping mechanisms and interventions to support undergraduate nursing and midwifery students to cope with stress during their undergraduate education.
Integrative literature review.
The databases CINAHL, PubMed and PsycINFO were searched for articles published between 2010 and 2016. Search terms in various combinations were used for example; student nurse, student midwife, undergraduate, stress, coping and interventions.
An integrative review based on Whittemore and Knafl's approach was used to conduct the review.
The search generated 25 articles that met the inclusion criteria. The key sources of stress emanated from clinical, academic and financial issues but predominantly from the clinical environment. Students used a variety of coping strategies, both adaptive and maladaptive. These appear to be influenced by their past and present circumstances such as, their needs, what was at stake and their options for coping. Interventions for student nurses/midwives to cope with stress were varied and in the early stages of development. Mindfulness showed some promising positive results. Interventions focussed on the individual level excluding the wider social context or organisation level.
Stress is pervasive in all aspects of undergraduate nursing and midwifery education. Nursing and midwifery educators need to be aware of this impact and provide appropriate support to students in both the clinical and academic environments. Further research is needed to capture the experience of stress from the students' perspective as well as the barriers and facilitators to supporting students from the preceptors'/mentors' perspectives. Finally, more intervention studies are needed to identify and compare what interventions are effective in supporting students to cope with stress during their undergraduate education.
本综述旨在研究与压力源、应对机制以及支持本科护理和助产专业学生在本科学习期间应对压力的干预措施相关的文献。
综合文献综述。
检索了CINAHL、PubMed和PsycINFO数据库中2010年至2016年发表的文章。使用了各种组合的检索词，例如；学生护士、学生助产士、本科、压力、应对和干预措施。
采用基于惠特莫尔和克纳夫方法的综合综述进行本综述。
检索产生了25篇符合纳入标准的文章。压力的主要来源是临床、学术和财务问题，但主要来自临床环境。学生使用了多种应对策略，包括适应性和适应不良性的。这些策略似乎受到他们过去和现在的情况影响，例如他们的需求、利害关系以及应对选择。针对学生护士/助产士应对压力的干预措施多种多样，且尚处于发展初期。正念显示出一些有希望的积极结果。干预措施侧重于个人层面，未考虑更广泛的社会背景或组织层面。
压力在本科护理和助产教育的各个方面普遍存在。护理和助产教育工作者需要意识到这种影响，并在临床和学术环境中为学生提供适当的支持。需要进一步研究，从学生的角度了解压力体验，以及从前任教师/导师的角度了解支持学生的障碍和促进因素。最后，需要更多的干预研究来确定和比较哪些干预措施在支持学生本科学习期间应对压力方面是有效的。
