Nursing Department, Nursing & Midwifery Faculty, Falavarjan Branch, Islamic Azad University, Isfahan, Iran.
Midwifery Department, Nursing & Midwifery Faculty, Falavarjan Branch, Islamic Azad University, Isfahan, Iran.
BMC Med Educ. 2020 Mar 18;20(1):78. doi: 10.1186/s12909-020-1970-7.
Midwifery is an emotionally challenging profession, and academic education of midwifery especially clinical learning has its own specific challenges. Midwifery students face with stressful experiences, especially related to instructor and characteristics of clinical environment, which can affect their theoretical and practical abilities. There is insufficient evidence in this field. This study aimed to explore (1) the perceived stress and stressors of midwifery students and (2) the relationships between students' stress and related factors in clinical learning environment.
A cross sectional, survey design was conducted at one university in Iran. A sample of 108 students was selected using Krejcie and Morgan table in 2016. Data was collected using Persian version of Cohen's perceived stress scale, Persian questionnaire of sources of stress and demographic form. Data was analyzed using independent t, ANOVA and correlation coefficient test (α < 0.05).
Participants returned 70 surveys (response rate, 64.8%). Approximately 56% of the students perceived a high level of stress. The most common dimensions of stressors were "unpleasant emotions" and "humiliating experiences". The highest stressors were included "feeling suffering due to seeing for patients with critical situation", "instructor's admonition in the presence of clinical staff" and "communication with instructor". The "interest in the field of study" had a negative impact on perception of stressors in dimensions of "clinical practices" and "interpersonal communication".
The midwifery students reported their stress in severe level, especially in dimensions of "unpleasant emotions" and "humiliating experiences". The factors associated with the instructors have caused more stress in students. These findings will highlight need for supportive strategies by the clinical instructors. In this regard, the use of experienced instructors, the development of communication skills of the instructors, increasing coping skills of the students and the creation of a supportive environment may be helpful.
助产学是一项充满情感挑战的职业，助产学的学术教育，特别是临床学习，具有其独特的挑战。助产学生面临着压力大的经历，特别是与教师和临床环境的特点有关的经历，这可能会影响他们的理论和实践能力。在这一领域，证据不足。本研究旨在探讨（1）助产学生感知到的压力和压力源，以及（2）学生在临床学习环境中的压力与相关因素之间的关系。
2016 年，在伊朗的一所大学进行了一项横断面调查设计。使用 Krejcie 和 Morgan 表，从 108 名学生中抽取了 108 名学生作为样本。使用 Cohen 的感知压力量表的波斯语版本、波斯语压力源问卷和人口统计学表格收集数据。采用独立 t 检验、方差分析和相关系数检验（α<0.05）对数据进行分析。
参与者共收回 70 份调查问卷（应答率为 64.8%）。大约 56%的学生感知到高水平的压力。压力源最常见的维度是“不愉快的情绪”和“屈辱的经历”。最高的压力源包括“看到病人处于危急状况而感到痛苦”、“在临床工作人员面前教师的告诫”和“与教师沟通”。“对研究领域的兴趣”对“临床实践”和“人际沟通”维度的压力源感知有负面影响。
助产学生报告了他们在严重程度上的压力，特别是在“不愉快的情绪”和“屈辱的经历”方面。与教师相关的因素给学生造成了更大的压力。这些发现将强调临床教师需要采取支持性策略。在这方面，使用经验丰富的教师、培养教师的沟通技巧、提高学生的应对技巧以及营造一个支持性的环境可能会有所帮助。
