Mohamed Nermen Abdelftah, Ali Samah Osman, Ehrahim Elturabi Elsayed Elkhider, Ahmed Amany Lotfy, Wahba Ahmed Mohamed
Medical Surgical Department, Nursing College, Prince Sattam Bin Abdulaziz University, Al-Kharj, Saudi Arabia.
Community Health Nursing, Faculty of Nursing, Kafr El Sheikh University, Kafr El Sheikh City, Egypt.
SAGE Open Nurs. 2024 Oct 22;10:23779608241290392. doi: 10.1177/23779608241290392. eCollection 2024 Jan-Dec.
Nursing students experience significant academic and clinical stress due to challenging coursework, assessments, and educational demands, as well as the pressures associated with gaining practical healthcare experience. These challenges can lead to anxiety, fear of making errors, and concerns about patient well-being, ultimately impacting students' mental health and their preparation for a nursing career.
assesses the predictors of academic and clinical stress among nursing students.
A cross-sectional study design was used with a convenience sample of 113 nursing students. The study team conducted the study at the Faculty of Applied Medical Science, Nursing Department at Prince Sattam bin Abdulaziz University. The researchers used three instruments for data collection and asked all nurse students to complete the online questionnaires, which utilized perceived clinical settings and academic stress.
The mean age of the studied nursing students was 21.2 years old. The study observed students had moderate perceived stress levels furthermore, the total levels of the academic stress domain's mean and standard deviation in students were 90.5 ± 32. Also, a significant relationship between perceived stress and clinical setting hours per week in nursing students, and hospital clinical setting type in nursing students. There was a correlation between academic stress and the ages of students. Students' academic stress was statistically significantly correlated with their educational level.
Academic and clinical stress significantly impacts nursing students; the most common reasons that increase stress are fear of making mistakes and harming the patient.
Accordingly, the study advocates for developing educational strategies and a structured course curriculum before student nurses are sent to clinical areas to enhance their capabilities and reduce academic and clinical stress.
由于课程作业具有挑战性、评估以及教育要求，再加上获得实际医疗保健经验带来的压力，护理专业学生经历着巨大的学业和临床压力。这些挑战可能导致焦虑、害怕犯错以及对患者福祉的担忧，最终影响学生的心理健康及其对护理职业的准备。
评估护理专业学生学业和临床压力的预测因素。
采用横断面研究设计，以113名护理专业学生作为便利样本。研究团队在沙特国王萨勒曼本阿卜杜勒阿齐兹大学应用医学科学学院护理系开展了这项研究。研究人员使用三种工具收集数据，并要求所有护理专业学生完成在线问卷，问卷涉及对临床环境的认知和学业压力。
所研究护理专业学生的平均年龄为21.2岁。研究发现学生的感知压力水平处于中等程度。此外，学生学业压力领域的平均总分及标准差为90.5±32。而且，护理专业学生的感知压力与每周临床实习时长以及医院临床实习类型之间存在显著关系。学业压力与学生年龄之间存在相关性。学生的学业压力与其教育水平在统计学上显著相关。
学业和临床压力对护理专业学生有显著影响；增加压力的最常见原因是害怕犯错和伤害患者。
因此，该研究主张在将实习护士派往临床领域之前制定教育策略和结构化课程体系，以提高他们的能力并减轻学业和临床压力。
