本研究目的在探討(1)男女護生在產科實習時所感受之壓力源、(2)男女護生壓力之異同。老師可以本研究之結果為參考依據，分別對男女護生在產科實習提供更有效之諮商與輔導。
本研究探問卷調查方式收集資料，研究對象是八十一學年度第二學期選修產科護理學之學生，共一一二人(女生九十三人，男生十九人)。問卷收集之資料以因素分析、Shapiro- Wilk檢定、t檢定、及Bon-ferroni多重比較法等進行分析。研究結果如下:護生在產科實習感受到的主要壓力源有九種，其中無論男女護生的最高壓力源皆為「因臨床評值方式而引發之壓力感」。其中壓力源「因臨床評值方式而引發之壓力感」與壓力源「實習時老師的教學態度而引發之壓力感」，女護生所感受的壓力程度顯著大於男護生;而在壓力源「由產婦和家屬對實習護生的態度而引發之壓力感」所感受的壓力程度上，則是男護生顯著大於女護生。另外，本研究也支持在「由執行隱私性護理技術而引發之壓力感」所感受的壓力上，男護生大於女護生的觀點。根據以上研究結果，本文亦提出建議並討論其在護理教育上的應用。

The purposes of the study were to: (1)investigate stressors perceived by students, and (2) compare stressors between female and male nursing students in clinical learning of Obstetrics.
A structured questionnaire was developed and administered to 112 students who met the sampling criteria.Factor analysis, Shapiro-Wilk test, t-test, Bonferroni multiple comparison, etc. were utilized to analyze the data.
The findings indicate that there are nine categories of stressors perceived by students. Among stressors, factor IV "clinical evaluation method" was the most siginificant stressor for all students. Female students perceived a higher stress level in factor IV "clinical evaluation method", and factor V, "teaching style of the clinical instructor", whereas, for factor IX, "attitude of the women in labor and their families", male students perceived significantly higher stress. This study also provides suggestion for nursing education and discusses their possible application.