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題名 | 某大學呼吸治療學系學生臨床實習壓力與因應行為=The Perceived Stressor and Coping Strategy among Respiratory Therapy Students during Clinical Practice |
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作者 | 陳妍慧; 柯姿杏; 張芷婷; 萬國華; 林蕙鈴; 黃崇旂; Chen, Yen-huey; Ko, Tzu-ting; Chang, Chih-ting; Wan, Gwo-hwa; Lin, Hui-ling; Huang, Chung-chi; |
期刊 | 呼吸治療雜誌 |
出版日期 | 20130700 |
卷期 | 12:2 2013.07[民102.07] |
頁次 | 頁39-47 |
分類號 | 410.3 |
語文 | chi |
關鍵詞 | 呼吸治療學系; 臨床實習; 實習壓力; 因應行為; Stress; Coping strategy; Respiratory therapy; Clinical practicum; |
中文摘要 | 呼吸治療學系學生實習時須對重症病人進行臨床處置,感受到很大的壓力。本研究目的為探討呼吸治療學系學生實習壓力及因應行為為何。本研究採橫斷型設計,以某大學呼吸治療學系學生為立意取樣對象,進行結構式問卷調查。問卷內容有三部分:基本資料、實習壓力量表及因應行為量表。共回收二十九份問卷。使用SPSS 12.0版統計軟體進行資料處理與分析。研究結果發現:壓力感受最大的構面為:「專業知識與技能之壓力」(2.07±0.66)和「實際照護病人之壓力」(1.90±0.67)。採取因應行為最頻繁的構面為:保持樂觀(2.27±0.63)、轉移(2.06±0.80)。感受整體實習壓力越頻繁時,使用整體因應行為也越頻繁(r =.64, p<.01)。當感受到「實際照護病人」(r =.68, p<.01)、「作業及工作量」(r =.50, p<.01)、「專業知識與技能」(r =.70, p<.01)的壓力越大,採取「逃避」的行為越頻繁。本研究結果可供學校及臨床老師了解呼吸治療系學生常見實習壓力及因應行為之內容,提供協助及教導,輔導學生以正向、積極的因應行為來面對臨床實習壓力。 |
英文摘要 | PURPOSE: Clinical practicum is a stressful experience for medical school students, especially respiratory therapy (RT) students who often work in critical care units. The purpose of this study was to explore the stress and coping strategies of respiratory therapy students during their clinical practicum. METHODS: 29 undergraduate respiratory therapy students who have experience of clinical practice completed a self-administrative survey including demographics, Perceived Stress Scale, and Coping Behavior Inventory. Data analysis included descriptive statistics, and Pearson product moment correlation. RESULTS: The results showed that students perceived a mild level of stress (1.79±0.44). The most common stressor was lack of professional knowledge and skills (2.07±0.66) and caring patients (1.90±0.67). Among the four types of coping strategies (transference, stay optimistic, problem solving, and avoidance), stay optimistic (2.27±0.63) was the most frequently used. The perception of stress were significantly correlated to coping strategies (r=0.68, p<0.01). The more students perceived stress of professional knowledge and skills, caring patients, workload and homework, the more coping strategy of avoidance they took. CONCLUSION: These findings help clinical educator to understand the stress and coping strategies of RT students during clinical practice. It also provides information for school and clinical practice units when designing teaching programs to help RT students learn more efficiently. |
本系統之摘要資訊系依該期刊論文摘要之資訊為主。