实习护生压力、焦虑水平及应对方式与临床带教教师有效教学行为的相关性研究

Study on the correlation of clinical educators＇ effective teaching behavior with stress, anxiety and coping style of nursing students

目的了解实习护生压力、焦虑水平及应对方式与临床带教教师有效教学行为的相关性。方法选择2014-2015年于北京市3所三级甲等综合医院进行临床实习的146名护生作为研究对象。采用临床护理教师有效教学行为问卷、实习护生压力源量表、焦虑自评量表、简易应对方式量表对护生进行调查。结果护生的焦虑水平与带教教师的护理能力、个性特征、教学能力、评价行为4个维度均呈负相关（P〈0．05）；护生的应对方式与带教教师的护理能力、人际关系、个性特征、教学能力、评价行为5个维度均呈正相关（P〈0．05）。结论临床带教教师应重点从教学能力和评价行为等多个方面全面提升自身临床教学素质，从而减轻护生的焦虑水平，改善护生的应对方式。

Objective To explore the correlation of clinical educators＇ teaching behavior with stress, anxiety and coping style of nursing students. Methods A total of 146 intern nursing students from 3 Class Ⅲ Grade A hospitals in Beijing were recruited as research objects from 2014 to 2015. All the nursing students were investigated by nursing clinical teacher effective inventory （NCTEI）, stress source scale for inter nursing students, self-rating anxiety scale （SAS）, and simplified coping style questionnaire. Results The anxiety level of nursing students was negatively related to clinical educators＇ nursing ability, personality characteristics, teaching ability and evaluation behavior （P 〈 0.05）. The coping style of nursing students was positively related to clinical educators＇ nursing ability, interpersonal relationship, personality characteristics, teaching ability, evaluation behavior （P 〈 0.05）. Conclusions Clinical educators should focus on improving their clinical teaching quality from aspects of teaching ability and evaluation behavior, so as to lighten the anxiety level of nursing students and improve the coping style of nursing students.