Examination of Educational Support for Students’ Stress in Nursing Practicums

摘要

Aim: To clarify students’ stress factors, sense of coherence, stress-coping behavior, and stress reactions during nursing practice, and develop recommendations for educational support. Method: We conducted a search of literature published in the period 2009-2020, using the Igaku Chuo Zasshi, MEDLINE, and CINAHL, and the keywords “nursing student,” “stress,” and “nursing practice.” Results: Twenty articles were included in the review. As a result, the stress factors w ere a nursing process and record common to all grades. Sense of coherence tended to be higher among nursing students than for students in other faculties. As for stress-coping behavior, students selected “Avoidance and suppression” in specialty I. In nursing integration, students chose “Active solution.” Regarding stress reaction, students’ mental health was low during nursing practice, and their thinking and concentration abilities continued to decline even after practice. Conclusion: As teachers develop a better understanding of stress factors and their contexts, students will assess trends in stress-coping behavior to guide lessons and reflect on coping with stress.