Department of Nursing Science, Faculty of Health Sciences, University of Eastern Finland, P.O. Box 1627, 70211, Kuopio, Finland.
Department of Nursing Science, Faculty of Health Sciences, Kuopio University Hospital, University of Eastern Finland, Finland.
Nurse Educ Pract. 2021 Jan;50:102958. doi: 10.1016/j.nepr.2020.102958. Epub 2020 Dec 19.
Nursing students may face significant stress in their clinical learning environment and may use coping strategies to alleviate such stresses. However, little empirical evidence exists about the evolution of such stresses and coping strategies across study years. The aim of this study was to explore changes in stress levels and coping strategies among nursing students in clinical learning environment. Nursing students (N = 131) were followed during their first and second study year. Descriptive statistics and paired sample t-tests were used to measure changes in the variables within the same cohort. Nurse students perceived more stress in their second clinical practice compared to first one, with mean scores of 1.03 and 1.66, respectively. Stress from lack of professional knowledge and skills remained the main stress factor while transference was the main coping strategy across the two study years. Nursing educators should support nursing students to develop effective coping strategies from clinical stressors, especially from stressors such as lack of professional knowledge and skills and prepare their students mentally for clinical placement.
护理专业学生在临床学习环境中可能面临较大压力，他们可能会使用应对策略来缓解这些压力。然而，关于学习年限中压力和应对策略的演变，实证证据很少。本研究旨在探讨护理专业学生在临床学习环境中压力水平和应对策略的变化。在第一学年和第二学年期间，对护理专业学生（N=131）进行了跟踪研究。描述性统计和配对样本 t 检验用于测量同一队列中变量的变化。与第一实习相比，护士学生在第二个临床实习中感知到更多的压力，得分分别为 1.03 和 1.66。缺乏专业知识和技能带来的压力仍然是主要的压力因素，而转移是贯穿两个学年的主要应对策略。护理教育者应支持护理专业学生从临床压力源中发展出有效的应对策略，特别是从缺乏专业知识和技能等压力源中发展出有效的应对策略，并在精神上为学生的临床实习做好准备。
