Alkubati Sameer A, Al-Qalah Talal, Salameh Basma, Loutfy Ahmed, Almagharbeh Wesam T, Pasay-An Eddieson, Hendy Abdelaziz, Zoromba Mohamed A, El-Gazar Heba E, Elbiaa Maysa Abdalla, Elsayed Shimmaa M
Department of Medical-Surgical Nursing, College of Nursing, University of Hail, Hail, Saudi Arabia.
Department of Nursing, Faculty of Medicine and Health Sciences, Hodeida University, Hodeida, Yemen.
BMC Nurs. 2025 May 22;24(1):577. doi: 10.1186/s12912-025-03222-6.
Belongingness is considered an important factor contributing to a clinical learning environment for good learning outcomes and higher levels of satisfaction among nursing students. This study investigated the mediating influence of a sense of belonging on the relationship between the clinical learning environment and perceived stress.
This cross-sectional study was conducted using a convenience sample of 455 internship nursing students from August to November 2023. Data were collected using the Belongingness Scale-Clinical Placement Experience, Perceived Stress Scale, Clinical Learning Environment Scale, and Supervision Scale.
The mean of nursing internship students' belongingness was 121.27 ± 14.95. The majority of participants had moderate stress levels (83.3%). The direct effects analysis revealed a significant negative correlation between the clinical learning environment, supervision, and perceived stress (β = - 0.484, p < .001). Clinical learning environment and supervision had a positive direct effect on belongingness (β = 0.499, p < .001). Belongingness had a negative effect on perceived stress (β = - 0.163, p = .003). According to further indirect effect analysis (β = - 0.081, p = .003), the association between the clinical learning environment and supervision-perceived stress was mediated by belongingness. Overall, the results showed that felt stress was considerably affected by the clinical learning setting and supervision (β = - 0.565, p < .001).
A sense of belonging is a critical factor for alleviating the impact of an overwhelming environment. These findings emphasize the need to provide a positive environment that promotes the health of internship nursing students.
Not applicable.
归属感被认为是促进临床学习环境，实现良好学习成果及提高护生满意度的重要因素。本研究调查了归属感在临床学习环境与感知压力之间关系中的中介作用。
本横断面研究于2023年8月至11月采用便利抽样法，选取了455名实习护生。使用归属感量表-临床实习经历、感知压力量表、临床学习环境量表和监督量表收集数据。
护生归属感的均值为121.27±14.95。大多数参与者压力水平为中度（83.3%）。直接效应分析显示，临床学习环境、监督与感知压力之间存在显著负相关（β = -0.484，p <.001）。临床学习环境和监督对归属感有正向直接效应（β = 0.499，p <.001）。归属感对感知压力有负向效应（β = -0.163，p =.003）。进一步的间接效应分析表明（β = -0.081，p =.003），临床学习环境与监督-感知压力之间的关联由归属感介导。总体而言，结果显示感知压力受临床学习环境和监督的显著影响（β = -0.565，p <.001）。
归属感是减轻压倒性环境影响的关键因素。这些发现强调了提供促进实习护生健康的积极环境的必要性。
不适用。
