探討應屆畢業護生之實習壓力、復原力、情緒困擾和專業承諾的關係

Exploring the Relationships Between Internship Stress, Resilience, Emotional Distress, and Professional Commitment Among New Nursing Graduates

目的
一、了解護生的實習壓力、情緒困擾、復原力和專業承諾的情況及其相關性。二、檢視專業承諾的預測因子。
方法
本研究採回溯橫斷性研究設計，招募台中某科技大學四技護理系全年實習後之學生進行線上問卷調查，問卷包括：人口學資料、簡式健康量表、實習壓力量表、復原力量表及專業承諾量表。
結果
一、就讀護理系的動機是以不會失業（42.5％）和有興趣（38.9％），此外，多數學生（90.3％）畢業後會選擇從事護理工作。二、簡式健康量表之平均分數是0.95，護生實習壓力的平均分數是1.99，復原力平均得分為2.88，專業承諾平均分數為2.40。三、專業承諾與就讀護理動機及復原力呈正相關，與實習壓力呈負相關，情緒困擾與為專業努力的意願為負相關。四、專業承諾之預測因子為復原力及就讀護理之動機。
結論
護理教育者關心學生實習壓力及情緒困擾外，要厚植學生的心理韌性及專業能力以適應日漸複雜的臨床情境，實習指導教師對護生實習期間的作業書寫要有清楚的方向指引，多給予支持及引導，協助壓力釋放及增進復原力，以促進投身護理職場之意願及增加護理專業承諾。

Purposes
(1) To assess the levels of internship stress, emotional distress, resilience, and professional commitment among baccalaureate senior nursing students and their temporal correlation. (2) To identify predictors of professional commitment.
Methods
This study employed a retrospective cross-sectional study design, recruiting baccalaureate students who completed a full-year internship from the nursing department at a science and technology university in Taichung, Taiwan. Data were collected through an online questionnaire, comprising demographic information, the Brief Symptom Rating Scale, the Student Nurse Stressor Scale, the Resilience Scale, and the Professional Commitment Scale.
Results
(1) Among the respondents, the motivation for pursuing nursing as a major way to avoid unemployment (42.5%), followed by personal interest (38.9%). Additionally, most (90.3%) respondents intended to pursue nursing-related work after graduation. (2) The mean scores for the scales were as follows: Brief Symptom Rating Scale: 4.58, Student Nurse Stressor Scale: 2.00, Resilience Scale: 2.88, and Professional Commitment Scale: 2.69. (3) Professional commitment was positively correlated with motivation to pursue nursing and resilience but negatively correlated with student nurse stress. Emotional distress was inversely associated with professional effort. (d) Resilience and motivation to engage in nursing-related work emerged as significant predictors of professional commitment.
Conclusions
Nursing educators should not only care about students’stress and emotional distress during internships, but also focus on fostering psychological resilience and enhancing professional competencies to help adapt to increasingly complex clinical situations. Internship supervisors are encouraged to offer clear directions for written assignments and provide additional support and guidance to alleviate stress, promote resilience, enhance students’engagement with nursing work, and encourage a positive perception of the nursing profession.