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首页> 外文期刊>The Journal of nursing education >Stress and perceived faculty support among foreign-born baccalaureate nursing students
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Stress and perceived faculty support among foreign-born baccalaureate nursing students

机译：外国出生的学士学位护理学生的压力和感知的教职支持

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摘要

Using the triangulation approach at the method level, this study explored and described the essence of stress and perceived faculty support as identified by foreign-born students (N = 10) enrolled in a generic baccalaureate degree nursing program. Philosophical principles outlined by Heidegger served as the core component guiding this study. Quantitative data from a larger study examining nursing students' stress and perceptions of faculty support served as the supplementary component. Results uncovered an overarching theme of the foreign-born nursing students wanting to be valued and accepted by the nursing faculty, their classmates, and the educational institution leading to patterns of stress, strain, and cultural ignorance. Language issues, stereotyping, discrimination, cultural incompetence, financial issues, and lack of accommodation as an international student were stressors that were not captured by the quantitative measures.
机译：在方法级别使用三角剖分方法，本研究探索并描述了压力和精读教师支持的实质，这是由参加通用学士学位护理计划的外国出生学生（N = 10）确定的。海德格尔概述的哲学原理是指导这项研究的核心部分。一项较大的研究的定量数据作为补充成分，该研究调查了护理学生的压力和对教师支持的看法。结果揭示了外国出生的护理学生的总体主题，他们希望得到护理系，他们的同学和教育机构的重视和接受，从而导致压力，压力和文化上的无知。语言问题，陈规定型观念，歧视，文化无能，财务问题以及作为国际学生的住宿条件不足，这些都是压力，而量化措施并未抓住这些压力。

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