Kamali Mohsen, Mousavi Seyed Kazem, Saed Omid
Department of Nursing, Abhar School of Nursing, Zanjan University of Medical Sciences, Zanjan, Iran, PhD Candidate of Medical Education, Department of Medical Education, Virtual School of Medical Education and Management, Shahid Beheshti University of Medical Sciences, Tehran, Iran.
Department of Nursing, Abhar School of Nursing, Zanjan University of Medical Sciences, Zanjan, Iran, PhD Candidate of Nursing, Shahid Beheshti School of Nursing and Midwifery, Guilan University of Medical Sciences, Rasht, Iran.
Iran J Nurs Midwifery Res. 2023 Apr 14;28(2):167-173. doi: 10.4103/ijnmr.ijnmr_42_21. eCollection 2023 Mar-Apr.
The clinical environment always has been the most stressful course of nursing education. Personality traits can be influential factors in stress resources and responding to stress. The present study investigates the correlation between personality traits and nursing students' stress resources in the clinical environment.
This descriptive correlational study was planned and performed on Zanjan University of Medical Sciences nursing students. The research population was 215 students selected by stratified random sampling method from all nursing students in the third to eighth semesters. We used an electronic questionnaire for data gathering, including three sections: demographic characteristics, NEO personality traits, and stress resources in the clinical environment. The data were analyzed using descriptive and inferential statistics.
The most and least stressful resources were related to the score of unpleasant emotions and interpersonal relationships. We found a significant positive correlation between neuroticism personality traits and all four stress resources (p < 0.05). The results also showed a significant correlation between all scores of personality traits and perceived stress from unpleasant emotions except the openness to experience trait (p < 0.05). Furthermore, the relationship between age, gender, semester, interest, and stress resources in the clinical environment was statistically significant (p < 0.05).
Paying attention to the nursing student's clinical performance to maintain the patient's health is vital and unavoidable. Therefore, more than ever in the preclinical course of nursing education, improving the psychological readiness and simulation training method can reduce the harmful effects of the clinical environment's stress resources on their clinical performance.
临床环境一直是护理教育中压力最大的阶段。人格特质可能是压力来源和应对压力的影响因素。本研究调查了临床环境中人格特质与护生压力来源之间的相关性。
本描述性相关性研究针对赞詹医科大学的护理专业学生进行规划和实施。研究对象是通过分层随机抽样法从第三至第八学期的所有护理专业学生中选取的215名学生。我们使用电子问卷收集数据，问卷包括三个部分：人口统计学特征、大五人格特质以及临床环境中的压力来源。数据采用描述性和推断性统计方法进行分析。
压力最大和最小的来源分别与负面情绪得分和人际关系有关。我们发现神经质人格特质与所有四种压力来源之间存在显著正相关（p < 0.05）。结果还显示，除了开放性人格特质外，所有其他人格特质得分与负面情绪带来的感知压力之间均存在显著相关性（p < 0.05）。此外，年龄、性别、学期、兴趣与临床环境中的压力来源之间的关系具有统计学意义（p < 0.05）。
关注护生的临床表现以维护患者健康至关重要且不可避免。因此，在护理教育的临床前课程中，比以往任何时候都更需要提高心理准备程度和模拟训练方法，以减少临床环境压力来源对其临床表现的有害影响。
