二技護生內外科護理實習壓力源、身心社會反應、因應行為與相關性探討－－以中部某科技大學為例

The Relationships among Stress, Physio-Psycho-Social Response, Coping Behaviors and Related Factors of Undergraduate Nursing Students

初次到醫院實習對於五專護生而言，確實面臨相當大的壓力。但對於曾經有實習經驗的二技護生，再度實習的壓力是否有所改變及影響都值得探討。本研究目的以中部某科大日間部二技護理系學生，探討其在內外科護理實習的壓力源、身心社會反應、因應行為及相關因素。本研究採用回溯性問卷調查法，共收集76份問卷，發現學生個人特質方面：急重症病房實習者47人佔多數（61.8%）、經濟多以家人為主要支應者共57人（75%）、實習期間自行在外住宿52人（68.42%）、往返交通工具以機車66人（86.84%）為最多。壓力源方面：以作業及工作量之壓力發生率為最大（M=2.87）。身心社會行為反應方面：以情緒反應最多（M=2.47），身體反應最少（M=1.75）。因應行為方面：以正視問題並主動求援為最高（M=3.09），藥物、酒精濫用、煙或性發洩為最低（M=1.12）。最後發現個人特質與壓力源皆無顯著相關，但壓力源、身心社會反應及因應行為之間皆有相關性。故即使是已經有實習經驗的二技護生，在面對實習時仍有相當的壓力源與有較多的情緒反應，但大多能以正向態度調適。此結果可做為臨床實習教師對於指導二技實習護生的參考，並依學生之壓力源與因應行為提供臨床學習的協助。

Second time clinical practice for undergraduate nursing students is stressful. The purpose of this study was to explore the relationships between stress, physio-psycho-social response, coping behaviors and related factors of undergraduate nursing students during the second time clinical practice. A structured questionnaire was applied on 76 students who had completed their medicalsurgical clinical course. Data were collected and analyzed by using the SPSS 10.0. The results of this study showed that most of students (61.8%) were practiced in emergencycritical units. Most financial support comes from family (75%), and 52 students (68.42%) rent an apartment during the practicing period and 66 students (86.84%) went to hospital by motorcycle. The most common stressors were homework and workload (M=2.87). The most common response of the students was emotional behavioral response. The major coping strategies used by the students were problem-solving and seeking social resources. There was significantly correlation between the perceived stressors, physio-psycho-social response and coping behaviors. This finding may help clinical instructors to understand the phenomena of stress, coping and adaptation of undergraduate nursing students during second time clinical practice, and assisting students individually to create a caring and supportive learning environment.