五專護生在產後病房實習之壓力源及因應行為

The Junior Nursing Students’ Stressor and Coping Behavior at the Post-Partum Ward

本研究目的在於瞭解護生在產後病房實習之壓力源及因應行為，係採半結構式訪談指引進行資料的收集，依據Miles和Huberman(1994)之步驟分析資料，研究嚴謹度採Lincoln和Guba(1985)所提資料分析之可信度，包括確實性、可轉移性、可靠性、可確認性。研究結果發現護生的壓力源有三方面：一、人際互動的壓力，包括照顧對象、與實習單位護理人員、同儕互動等壓力。二、實習責任的壓力，包括實習上班時段、學理與臨床差異、作業負荷等壓力。三、實習生活環境的壓力，即通車耗時與尋找實習住所的壓力。而護生面臨實習的壓力時，所運用的因應策略以問題為導向之因應行為，包括不放棄、主動學習、尋求資源及內在認知自省；以情緒為導向之因應行為，包括運用支持系統、逃避、忍讓、認命等。本研究結果有助於臨床指導教師瞭解護生實習之壓力源及因應行為，並可提供實習單位及臨床教師教學設計之參考。

The purpose of this study was to explore nursing students’ stressor and coping behavior at the postpartum ward. Data were collected by semi-structured interview guide and analyzed by the steps illustrated by Miles and Huberman in 1994. The research criteria outlined by Lincoln and Guba in 1985 were followed to ensure trustworthiness of the data. The result of this study indicated that the stressor of nursing students were from three areas: stress of interpersonal interaction, including clients, nursing staff, and peers; stress of the clinical responsibility, including shift of work, not knowing the theory and the clinical practice, and homework; stress of the living environment, including traffic time and seeking for the living place. However, when nursing students faced the stress of the clinical practice, the strategies they took were mainly the problem-focused coping behavior, including insistence, initiative learning, seeking resources, and internal perceptive reflection. The emotion-focused coping behavior included the utilization of supporting system, avoidance, tolerance, and acceptance of fate. This study could help teachers understand nursing students’ stressor and coping behavior during clinical practice. It could also provide practice units and the clinical teachers with the information of designing teaching programs.