Department of Nursing, Yezreele Valley College and Research Division, Rambam Health Care Campus, Haifa, Israel.
Rambam Health Care Campus, Haifa, Israel.
Nurse Educ Today. 2018 Sep;68:86-92. doi: 10.1016/j.nedt.2018.05.027. Epub 2018 Jun 5.
Research in the field of nursing students' stress shifted internationally in recent decades from Western to Eastern countries with an emphasis on Middle East and Far East countries. The clinical experience has always been at the heart of nursing education cross-culturally and is a major source of stress and attrition.
To investigate the perceptions of stress and satisfaction of undergraduate nursing students during three stages of clinical learning experiences: preclinical, clinical and advanced clinical.
A cross-sectional study.
Three Bachelor's in Nursing programs in three higher educational institutions in Israel.
Nursing undergraduate students in their second, third and fourth year of study (n = 892).
The Nursing Students Stress Scale and the Nursing Students Professional Satisfaction questionnaires were used for data collection. Descriptive statistics used to analyze the data included: Pearson correlation, Cronbach's alpha, one way ANOVA, t-test, Kruskal Wallis and Mann Whitney U tests.
Overall mean level of stress was mild-moderate (2.67) and overall satisfaction moderate-high (3.57). Year of study and gender were the most significant predictors of nursing students' stress. The level of stress and satisfaction of second year students in the preclinical stage was significantly higher compared to peers in their third and fourth year. Female students experienced significantly higher levels of stress and satisfaction. The top most stressful situations for second year students were related to inadequate preparation to cope with knowledge and skill demands, whereas for third and fourth year students they were conflicts between professional beliefs and the reality in hospital practice.
Nurse Educators are challenged to tailor stress reduction interventions according to the students' perceptions of stress. It is not only critical for their wellbeing and attrition, but also important in developing nursing professionals who will provide better care and caring for patients.
近几十年来，护理学专业学生的压力研究从西方国家转向了中东和远东国家的东方国家。临床经验一直是跨文化护理教育的核心，也是压力和流失的主要来源。
调查本科护理学生在三个临床学习阶段（基础临床前、临床和高级临床）的压力和满意度感知。
横断面研究。
以色列三所高等教育机构的三个护理学学士课程。
二年级、三年级和四年级的护理本科学生（n=892）。
使用护理学生压力量表和护理学生专业满意度问卷进行数据收集。使用描述性统计分析来分析数据，包括：皮尔逊相关系数、克朗巴赫α系数、单因素方差分析、t 检验、克鲁斯卡尔-沃利斯和曼-惠特尼 U 检验。
总体压力平均水平为轻度至中度（2.67），总体满意度为中高度（3.57）。学习年限和性别是护理学生压力的最显著预测因素。基础临床前阶段二年级学生的压力和满意度水平明显高于三年级和四年级的同龄人。女学生的压力和满意度水平明显更高。对二年级学生来说，最具压力的情况与应对知识和技能需求的准备不足有关，而对三年级和四年级学生来说，与专业信仰和医院实践中的现实之间的冲突有关。
护理教育工作者面临着根据学生对压力的感知来调整减压干预措施的挑战。这不仅对他们的幸福感和流失率至关重要，而且对培养能够为患者提供更好护理和关怀的护理专业人员也很重要。
