a College of Nursing , Sultan Qaboos University , Muscat , Sultanate of Oman.
b College of Nursing , Kent State University Tuscawaras , Kent , OH , USA.
J Ment Health. 2018 Oct;27(5):402-408. doi: 10.1080/09638237.2017.1417552. Epub 2017 Dec 20.
Mounting literature on stress and coping in nursing students are available; however, most of the findings are confined to a single cultural group.
This study was conducted to determine the level of stress, its sources and coping strategies among nursing students from three countries: Greece, the Philippines and Nigeria.
Using a descriptive, comparative research design, 547 nursing students (161 Greek nursing students, 153 Filipino nursing students, 233 Nigerian nursing students) participated in the study from August 2015 to April 2016. Two standardized instruments were used, the Perceived Stress Scale (PSS) and the Coping Behavior Inventory (CBI).
Findings revealed that the degree of stress and the type of stressors and coping styles utilized by nursing students differ according to the country of origin. The year of study predicted overall stress (β = -0.149, p < 0.001) while advanced age predicted overall coping (β = 0.008, p = 0.037) in the nursing students.
Strengthening nursing students' positive coping skills may be helpful for them to effectively deal with various stressors during their educational experiences while maximizing learning. Implementing empirically tested approaches maybe useful to prevent the recurrence of stress and lessen its impact such as stress management counseling, counseling programs, establishing peer and family support systems, and formulating hospital policies that will support nursing students.
关于护理学生压力和应对的文献越来越多；然而，大多数研究结果仅限于单一文化群体。
本研究旨在确定来自三个国家（希腊、菲律宾和尼日利亚）的护理学生的压力水平、压力来源和应对策略。
采用描述性、比较性研究设计，2015 年 8 月至 2016 年 4 月期间，547 名护理学生（161 名希腊护理学生、153 名菲律宾护理学生、233 名尼日利亚护理学生）参与了这项研究。使用了两种标准化工具，即感知压力量表（PSS）和应对行为量表（CBI）。
研究结果表明，护理学生的压力程度、压力源类型和应对方式因原籍国而异。学习年限预测总体压力（β=-0.149，p<0.001），而年龄越大则预测整体应对能力（β=0.008，p=0.037）。
增强护理学生的积极应对技能可能有助于他们在教育经历中有效应对各种压力源，同时最大限度地提高学习效果。实施经过实证检验的方法可能有助于预防压力的再次发生并减轻其影响，例如压力管理咨询、咨询计划、建立同伴和家庭支持系统，以及制定支持护理学生的医院政策。
