Perceived stress and coping strategies among Jordanian nursing students during clinical practice in psychiatric/mental health courses
Perceived stress and coping strategies among Jordanian nursing students during clinical practice in psychiatric/mental health courses
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DOI：
10.1111/inm.12054
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发表时间：
2014-08-01
影响因子：
5.6
通讯作者：
Al-Gamal, Ekhlas
中科院分区：
文献类型：
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作者：
Subhi Al-Zayyat, Abdulkarim;Al-Gamal, Ekhlas
在精神/心理健康护理（PMHN）领域的临床实践被认为是一个高度紧张的经验，护理专业的学生。本研究的目的是确定压力的程度，压力源的类型，以及应对策略的本科护生在PMHN课程的临床实践中感知。采用描述性纵向设计。六十五名学生注册PMHN临床课程，从五所约旦大学采用系统的随机抽样方法。在2012-2013学年的第二学期，在两个时间点进行了数据收集：PMHN临床培训前和PMHN培训后。采用基本情况问卷、压力感受量表和应对行为问卷进行调查。学生的年龄从20岁到25岁不等。研究结果表明，在两个数据收集时间报告的最高类型的压力源是照顾病人，与教师和护理人员有关的压力，以及来自任务和工作量。最常用的应对策略在两个数据收集时间是解决问题。本研究结果可供临床教育工作者辨识护生之压力源，以舒缓护生在临床环境中之学习，并建立一套有效之PMHN课程计划。
Clinical practice in the psychiatric/mental health nursing (PMHN) field is considered a highly-stressful experience for nursing students. The purpose of the present study was to identify the degrees of stress, the types of stressors, and coping strategies perceived by undergraduate nursing students during their clinical practice in PMHN courses. A descriptive, longitudinal design was used. Sixty-five students registered in PMHN clinical courses were recruited from five Jordanian universities using a systematic random-sampling method. Data collection was conducted in the second semester of the 2012-2013 academic year at two points of time: pre-PMHN clinical training and post-PMHN training. The Basic Information Questionnaire, Perceived Stress Scale, and Coping Behavior Inventory were administered. Students' ages ranged from 20 to 25 years. The findings illustrate that the highest reported types of stressors at both data-collection times were taking care of patients, stress related to teachers and nursing staff, and from assignments and workloads. The most utilized coping strategy at both data-collection times was problem solving. The findings of the present study are useful for clinical educators in identifying nursing students' stressors, easing their learning in the clinical setting, and establishing an efficient PMHN course programme.