Bartın University Faculty of Health Sciences, Department of Nursing, Turkey.
Bartın University Faculty of Health Sciences, Department of Nursing, Turkey. Electronic address: https://twitter.com/Sevim_Celik67.
Nurse Educ Today. 2024 Dec;143:106366. doi: 10.1016/j.nedt.2024.106366. Epub 2024 Aug 22.
In this era of rapid globalization, our knowledge regarding the clinical performance perceptions and stress coping behaviors of international students in nursing education is quite limited. The unexplored nature of this topic has the potential to manifest as future clinical challenges.
To examine the relationship between international nursing students' perceived self-efficacy in clinical applications and their coping behaviors with stress.
Our cross-sectional and correlational study collected data from 117 international nursing students at a state university between June 2022 and July 2023. The data collection tools included the Participant Identification Form, Self-Efficacy in Clinical Performance Scale (SECP), and The Coping Behavior Inventory with Stress Scale for Nursing Students (CBIS-NS). t-test, ANOVA, correlation analysis, and Bonferroni test were used for data analysis.
Students, predominantly Azerbaijani (15.4 %) and 64.1 % female, engaged in practices, mainly in medical (34.2 %) and surgical units (33.3 %). Clinical self-efficacy was high, stress coping moderate. A significant positive link existed between coping behaviors and clinical self-efficacy (p < 0.05). Those in public health/mental health units (8.12 ± 1.46) had higher self-efficacy than surgical unit peers (6.94 ± 1.71) (p < 0.05). Satisfied students showed better stress coping (t = 2.645; p = 0.009). Weak positive links were found between transfer/avoidance coping behaviors and clinical self-efficacy (p < 0.05).
This study demonstrated a statistically significant positive relationship between international nursing students' perceptions of clinical performance and coping behaviors with stress. Given the rapid globalization of education in the global era, especially in diverse educational and clinical environments with students from different ethnic backgrounds, it is recommended to develop new intervention strategies to enhance students' clinical performances and foster positive coping behaviors with stress.
在全球化快速发展的时代，我们对护理教育中留学生的临床表现认知和应对压力行为的了解非常有限。这一主题的未知性质可能会在未来表现为临床挑战。
研究国际护理学生对临床应用的自我效能感与应对压力的应对行为之间的关系。
本横断面相关性研究于 2022 年 6 月至 2023 年 7 月期间，在一所州立大学收集了 117 名国际护理学生的数据。数据收集工具包括参与者身份表、临床表现自我效能感量表（SECP）和护理学生应对压力的行为量表（CBIS-NS）。采用 t 检验、方差分析、相关分析和 Bonferroni 检验进行数据分析。
学生主要来自阿塞拜疆（15.4%），64.1%为女性，主要在医疗（34.2%）和外科病房（33.3%）实习。临床自我效能感较高，压力应对行为中等。应对行为与临床自我效能感呈显著正相关（p<0.05）。在公共卫生/心理健康病房工作的学生（8.12±1.46）比在外科病房工作的学生（6.94±1.71）自我效能感更高（p<0.05）。满意的学生表现出更好的压力应对（t=2.645;p=0.009）。转移/回避应对行为与临床自我效能感呈弱正相关（p<0.05）。
本研究表明，国际护理学生对临床表现的认知与应对压力的应对行为之间存在显著的正相关关系。鉴于全球时代教育的快速全球化，特别是在具有不同种族背景的学生的多元化教育和临床环境中，建议制定新的干预策略，以提高学生的临床表现并培养积极的应对压力的行为。
