| Soo Young Yu | 1 Article |
PURPOSE
Although many studies have reported the high-stress levels of clinical nurses, there are few studies regarding the stress of clinical nurses who are concurrently working and studying as graduate students. This study investigated the stress, self-efficacy, and context of stress experienced by clinical nurses in graduate school. METHODS Explanatory sequential strategy of mixed method was used. Stress and self-efficacy were quantitatively analyzed by general and academic characteristics of 61 nurses. The effect of self-efficacy on stress and the conditional effect of the years employed were investigated through conditional process analysis. Stress and related contextual aspects were explored through focus group interviews, differentiated by the number of years employed, with 22 nurses in June of 2018. RESULTS The average score of self-efficacy was 3.42±0.53, and stress was 2.88±0.60, out of 5 points. There were no differences in self-efficacy and stress according to demographics and academic characteristics. The moderation effect of the number of years employed on stress was present for those nurses with under 8.88 years of experience. Nurses who had under 9 years of work experience endured a busy schedule full of study and work. On the other hand, participants with more than 9 years of work experience reported having household chores or childcare, so their academic career was less of a priority, and they faced incrementally increasing physical illness or strain in their family life. CONCLUSION Since graduate school provides clinical nurses with the opportunity to further advance within the nursing field, a supportive environment is imperative. Citations Citations to this article as recorded by
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