No. 2, 241-251 (2001) Study on the Stress structure and Management of Nursing College Students TSUCHIYA Yachiyo The purpose of this study was to examine whether stress management was possible when experience learning was introduced for 50 nursing students. Included in the experience learning were stress inventory lectures on stress and health group works presentation and relaxation training This study analyzed their assignments papers on stress recognition and stress coping before and after the experience learning. The results were as follows Most of stressors were on the matters related to lectures and assignments Before the learning 80 of the students showed negative reactions with obvious physical and mental signs and emotional coping After the learning they showed positive reactions by changing their attitude toward stress and made concrete actions. This study concluded that the students were motivated by the experience learning to change their behaviors against stress Selye 1956 Selye Lazarus 1984 p.19-21, 1988;, 1991
, 1996;, 2000 1994, 1988 90, 1993, 1998, 1989,1992, 1993,1991, 1992, 1993;, 1 991;, 1993;, 1993;, 1994;, 199 5;, 1996;, 1996, 1991;, 1991;, 1994;, 1995;, 1996;, 1998, 1991;, 1996;, 1996;, 1989;, 1995, 1991 242
30 G.F.Hendel 15 Tokyo Stress Management Inc., 19 Stress Inventry Life Ev 90 ents H olmes 1967 Social Readjustment Rating Scal e S tress Inventry 50 20 25 20.5 1.2 25 5 Er 0.0 ikson 1950 243
244 Berelson 1957 Berelson 1999 Lazarus 1984 resource L azarus Folkman, 1984 Lazarus 50 150 24
( ) 36(24.0) 23(15.3) 41 64 66 19(12.7) 18(12.0) 18.8 14.1 17(11.3) 17(11.3) 22.7 12( 8.0) 5( 3.3) 3( 2.0) 49 68 150(100) 50 20.6 ( ) ( ) 12(18.8) 15(22.7) 9(14.1) 7(10.6) 7(10.9) 7(10.6) 6( 9.4) 6( 9.1) 6( 9.4) 4( 6.1) 6( 9.4) 4( 6.1) 5( 7.8) 4( 6.1) 5( 7.8) 4( 6.1) 4( 6.3) 3( 4.5) 3( 4.7) 3( 4.5) 3( 4.7) 3( 4.5) 2( 3.1) 2( 3.0) 2( 3.1) 2( 3.0) 1 2( 3.0) 64(100) 66(100) 41 245
57(42.9) 11(16.2) 10(14.7) 8(11.8) 40 17 19(14.3) 7(10.3) 19(14.3) 6( 8.8) 9( 6.7) 6( 8.8) 11( 8.3) 6( 8.8) 2( 1.5) 6( 8.8) 7( 5.3) 9( 6.7) 3( 4.4) 133(100) 3( 4.4) 48 1( 1.5) 1( 1.5) 68(100) 50 212 49 48 133 23.6 42.9 20.7 14.3 11.3 13.5 246
(%) 50(23.6) 50(23.6) 44(20.7) 24(11.3) 17( 8.0) 17( 8.0) 10( 4.7) 212(100) 50 20.6 75 2 001 burnout 133 212 86.5 51.9 p<0. 001 247
248 Lazarus, 1984 p.150-152 Lazar us Lazarus, 1984 p.152-153 Lazarus 1984 p.223 1991 68 75 212 Lazarus 1984 p.152-153
249 Lazarus 1984 p.325 Somerfield, 2000 Berelson 1957 90 50 79
19 123-125. Lazarus, R. S. Folkman S. 1984 Stress, Appra isal and Coping, Springer Publishing Compan y: N. Y. Mark R. 2000 Stress and coping research met hodological chanllenges: theoretical advances and clinical applications. American P sychologist 55(6) 620-625. 1995 75-81. 1996 81-88. 1996 37(3),220-225. 1991 32(8) 47 4-480. 1995 1996 2 6(6) 433-440. 23 37-46. Berelson B 1957 1988 Selye H 1976 The Stress of Life, revised Ed. 1999 42-1993 53. E. H. 1977 15(1) 41-48. 317-353. 1989 Erikson E. H. 1950 Childhood and Society, Seco 14(7) 75-82. nd Ed. 1996 Holmes T. H Rahe R. H. 1967 The social re adjusting rating scale. Journal of Psychosomatic Reearch., 11 213-218. 19(2) 25-34. 1994 1989 -Y 10,105-111. G 35(6) 419 1991-426. 1991 22 31-34. 1991 5 49-59. 1993 62-66. 1992 Burnout 35-40. 59-69. 1988 Burnout 1993 40-21(2) 173-179. 50. 2000 1993 48 225-234. 1991 24 15-17. 33 31-44. 2001 1994 16(2) 371-374. 1995 250
1988 10 (1) 55-59. 1998 4(1) 23-38. 1998 19 77-80. 251