Department of Nursing, Wonkwang University, Iksan 54538, Korea.
Department of Nursing, Kyungil University, Gyeongsan 38428, Korea.
Int J Environ Res Public Health. 2021 May 6;18(9):4932. doi: 10.3390/ijerph18094932.
Nursing students experience various stressors during their initial clinical practicum. As these stressors negatively affect learning and performance, coping strategies are essential. Therefore, this research study explored the relationship between coping styles and stress levels using a cross-sectional study with a convenience sample of 184 nursing students. Clinical practicum stress and coping styles were assessed via electronic questionnaires, and the data were analyzed using descriptive statistics, t-tests, and variance analyses. The highest score for clinical practice stress was for the practical education environment and practical work burden. The total stress score differed significantly according to coping style (t = -2.36, = 0.020), and the total stress score of the passive coping group was higher. Among the sub-categories of stress, the scores of the education environment (t = -2.68, = 0.008) and having undesirable role models (t = -2.14, = 0.034) were significantly higher in the passive coping group. Although practical work burden was the highest stress factor in the active coping style group, the stress on the environment was highest in the passive coping group. The findings show that professors and clinical educators should recognize the various coping styles and incorporate different teaching methods in the clinical setting.
护理专业学生在临床实习初期会经历各种压力源。由于这些压力源会对学习和表现产生负面影响，因此应对策略至关重要。因此，本研究采用横断面研究，便利选取了 184 名护理专业学生，探讨了应对方式与压力水平之间的关系。通过电子问卷评估临床实习压力和应对方式，采用描述性统计、t 检验和方差分析对数据进行分析。临床实践压力的最高得分是实践教育环境和实践工作负担。应对方式的总应激评分差异有统计学意义（t=-2.36，p=0.020），被动应对组的总应激评分较高。在应激的亚分类中，被动应对组的教育环境评分（t=-2.68，p=0.008）和榜样不理想（t=-2.14，p=0.034）的得分明显更高。尽管在积极应对组中，实际工作负担是最高的应激因素，但在被动应对组中，环境的压力最高。研究结果表明，教授和临床教育者应该认识到不同的应对方式，并在临床环境中采用不同的教学方法。
