Hamill C
Southern Area College of Nursing, Portadown, County Armagh, Northern Ireland.
J Adv Nurs. 1995 Mar;21(3):528-36. doi: 10.1111/j.1365-2648.1995.tb02737.x.
This case study was undertaken at a college of nursing in Northern Ireland with its first cohort of Project 2000 student nurses. The aim was to investigate perceived stress on the course. A qualitative approach was adopted utilizing Cox's (1991) transactional model of stress as the guiding theoretical framework. Data were collected through questionnaires and in-depth semi-structured interviews and analysed using a grounded theory methodology. Findings reveal that stress is perceived in relation to non-integration with tertiary education and non-integration with the ward team. This stress results from a tension between dependence and the quest for independence in the pursuit of academic freedom and clinical competence. The dependence/independence continuum has been identified as the core variable underpinning student-reported stress. Valuable insights have been gained in relation to how student nurses perceive and cope with stress associated with the introduction of the new Project 20000 curriculum, especially at this time of flux in nurse education. It is concluded that student stress could be minimized if tutors acknowledged its presence and reflected the course philosophy in their practice. Better liaison between the college and clinical areas may resolve some of the ward staff's negative attitudes and misunderstanding of the course aims. Finally, students have a need to develop clinical skills much earlier in the course than at present, in order to feel valued, to contribute to patient care and to integrate with the ward team.
本案例研究在北爱尔兰的一所护理学院开展，研究对象是其首批2000计划的学生护士。目的是调查该课程中感知到的压力。采用了定性研究方法，以考克斯（1991年）的压力交易模型作为指导理论框架。通过问卷调查和深入的半结构化访谈收集数据，并使用扎根理论方法进行分析。研究结果表明，压力与无法融入高等教育以及无法融入病房团队有关。这种压力源于在追求学术自由和临床能力过程中，依赖与追求独立之间的紧张关系。依赖/独立连续体已被确定为学生报告压力的核心变量。对于新的2000计划课程引入后，学生护士如何感知和应对压力，尤其是在护士教育处于变革时期，已经获得了宝贵的见解。研究得出结论，如果导师认识到压力的存在，并在实践中体现课程理念，学生的压力可以最小化。学院与临床区域之间更好的联络可能会解决病房工作人员对课程目标的一些负面态度和误解。最后，学生需要在课程中比目前更早地培养临床技能，以便感到自身有价值，为患者护理做出贡献，并融入病房团队。
