2020-08-012024-05-17https://scholars.lib.ntu.edu.tw/handle/123456789/677916目的：檢驗教學方案於降低護生於產科實習之知覺壓力與提升護理能力之成效。方法：採單組前後測研究設計，研究對象為某國立大學護理學系產科護理學課程暨實習修課學生。量性指標含產婦身體評估自我效能量表、知覺壓力量表與護理過程評量指標，質性訪談護生與其照護之產婦。以成對T檢定與Wilcoxon符號等級檢定檢驗前後測與性別得分差異；以內容分析法確認效果與意義。發現：資料顯示54位(14位男性、40位女性)護生於產婦身體評估自我效能顯著進步10.85分(p < .001，總分1-40分)，且男女護生均顯著進步(男11.64，女10.57，ps < .001)。知覺壓力總分顯著下降(由30.70分降至28.22分，p < .001，總分16-80分)，其中，男護生在「產婦及家屬態度」的知覺壓力方面的前後測均顯著較女護生高。護理過程能力顯著進步1.10分(p < .001，總分0-10分)，顯示其護理過程能力在實習期間顯著提升，且男女護生均顯著進步(男0.93，女1.15，ps < .001)。質性訪談發現「以專業跨越性別界線」是護生適應此過程的主要感受，信任與自在護病關係三大要素為：態度好、表現專業、表現自在。結論：運用自我效能理論預先準備護生的知識技能與概念，並以專業能力為導向帶領，有助於護生提升產婦身體評估自我效能、降低知覺壓力並提升護理過程能力。 Objective. To examine the effectiveness of a teaching program on reducing the perceived stress in maternal nursing practice and improving nursing competence among nursing students. Methods. We adopted a single-group pre- and post-test research design. Participants were students who studied Maternal and Child Nursing course and internship in a School of Nursing of a national university in Taiwan. Quantitative indicators included (1) the maternal physical assessment self-efficacy scale, (2) the perceived stress scale, and (3) the nursing process rubrics. We also interviewed nursing students and postpartum women who received students' care. Paired-t tests and Wilcoxon signed-rank tests were used to examine the difference between pre- and post-test scores and between different genders. Content analysis was adopted to confirm the effect and meaning of the teaching intervention. Findings. Among 54 (14 males and 40 females) students, the maternal physical assessment self-efficacy showed significant improvements (10.85 for scale 1-40, p < .001), and both male and female students showed significant improvement (11.64 and 10.57 for male and female, respectively, ps < .001). Perceived stress showed significant improvements (from 30.70 to 28.22 for scale 16-80, p < .001). However, among male nurse students, the perceived stress was significantly higher than female nurse students in both pre- and post-tests. Nursing competence also showed significant improvements (1.10 for scale 0-10, p < .001), and both male and female students showed significant improvement (0.93 and 1.15 for male and female, respectively, ps < .001), indicating their competence of nursing process significantly improved. Qualitative interview findings included that (1) “crossing the gender boundary with professionalism” as the main feeling of students adapting to this process and (2) appropriate attitude, professional performance, and comfortable status are the three major factors of a trustworthy and comfortable nursing-client relationship. Conclusion. Adopting Self-efficacy theory, when teachers prepare students’ knowledge, skills, and concept and lead them with profession-oriented approach, nurse students would have increased maternal physical assessment self-efficacy, reduced perceived stress, and increased nursing competences.