Alanazi Mona Rkhiyes, Aldhafeeri Nouf Afit, Salem Samah Saad, Jabari Tarfah Mousa, Al Mengah Ryenad Khalid
College of Nursing, King Saud bin Abdulaziz University for Health Sciences, Riyadh, Saudi Arabia.
King Abdullah International Medical Research Center, Riyadh, Saudi Arabia.
Int J Nurs Sci. 2022 Dec 23;10(1):97-103. doi: 10.1016/j.ijnss.2022.12.007. eCollection 2023 Jan.
This study aimed to explore the level of stress, stressors sources, and coping strategies used among female Saudi undergraduate nursing students during their clinical practice.
A cross-sectional design was used. Using a convenience sampling technique, female nursing students in Riyadh, Jeddah, and Alahsa who enrolled in clinical courses were recruited from a governmental university from January to May 2022. Data were collected using a self-report questionnaire including socio-demographic characteristics, the Perceived Stress Scale (PSS), and the Coping Behavior Inventory (CBI).
The degree of stress perceived by the 332 participants ranged from 3 to 99 (54.77 ± 0.95). Stress from assignments and workload was the most common type of stressor perceived by nursing students, with a score of 2.61 ± 0.94, followed by stress from the environment, with a score of 1.18 ± 0.47. Meanwhile, the students used staying optimistic as the most adopted strategy, with a score of 2.38 ± 0.95, followed by the transference strategy, a score of 2.36 ± 0.71, and the problem-solving strategy scored 2.35 ± 1.01. The coping strategy of avoidance is positively correlated with all of the stressor types ( < 0.01), while the problem-solving strategy is negatively correlated with stress from peers and daily life ( = -0.126, < 0.05). Transference is positively correlated with stress from assignments and workload ( = 0.121, < 0.05), and stress from teachers and nursing staff ( = 0.156, < 0.01). Lastly, staying optimistic is negatively correlated with stress from taking care of patients ( = -0.149, < 0.01), and with stress from lack of professional knowledge and skills ( = -0.245, < 0.01).
These research findings are significant for nursing educators to identify nursing students' main stressors and coping strategies used. Effective countermeasures should be taken to promote a healthy learning environment, decrease the level of stressors and improve students' coping strategies during clinical practice.
本研究旨在探讨沙特本科护理专业女生在临床实习期间的压力水平、压力源及应对策略。
采用横断面设计。2022年1月至5月，运用便利抽样技术，从一所政府大学招募了利雅得、吉达和艾哈萨的参加临床课程的护理专业女生。使用包括社会人口学特征、感知压力量表（PSS）和应对行为量表（CBI）的自填问卷收集数据。
332名参与者感知到的压力程度在3至99之间（54.77±0.95）。护理专业学生感知到的最常见压力源是作业和工作量带来的压力，得分2.61±0.94，其次是环境压力，得分为1.18±0.47。同时，学生最常采用的策略是保持乐观，得分2.38±0.95，其次是转移策略，得分为2.36±0.71，解决问题策略得分为2.35±1.01。回避应对策略与所有压力源类型均呈正相关（<0.01），而解决问题策略与同伴和日常生活压力呈负相关（=-0.126，<0.05）。转移与作业和工作量压力呈正相关（=0.121，<0.05），与教师和护理人员压力呈正相关（=0.156，<0.01）。最后，保持乐观与照顾患者的压力呈负相关（=-0.149，<0.01），与缺乏专业知识和技能的压力呈负相关（=-0.245，<0.01）。
这些研究结果对护理教育工作者识别护理专业学生的主要压力源及所采用的应对策略具有重要意义。应采取有效对策，营造健康的学习环境，降低压力源水平，改善学生在临床实习期间的应对策略。
