許多研究顯示，護生在實習時所面臨的壓力，是他們在接受護理教育過程中感 受最嚴重的一項壓力來源，遠高於在面對其個人、學術或其他社會情境時的壓力， 而且也較其他科（系）的學生高。若無法有效纾解護生的實習壓力，將可能因而衍 生各種心理問題，並影響他們的身心健康。 本研究爲建構護生面臨第一次醫院實習前的壓力源。採問卷量化方式，受訪對 象是即將去醫院進行第一次實習的護生，由每位護生提供三個壓力情境；經過專家 整理分析，總共整理出19項壓力情境和46道試題。隨後以問卷形式進行量化研 究，回收185份有效樣本，信度爲0.971。 本研究經過二次探索性因素分析發現，護生第一次實習前主要會面臨7種壓力 源，分別命名爲：（1 )專業知識及技能、（2)實習督導與護理人員、（3 )實際護理 病人、（4)同儕競爭、（5)作業及工作量、（6)影響個人生活以及（7)實習環境 之壓力；其中有6項壓力源與許淑蓮等針對X世代以及Y世代護生時所建構的壓 力源相同。差異在於新增的第6項壓力源「影響個人生活」之壓力，其原因可能來 自於Z世代護生不同於其他世代的外在生活環境的改變。 本研究所建構之壓力源爲護生實習前的壓力源。未來眞正實習後，仍可能會有 刪減或新增之情形。因此，若要探究五專護生第一次基護實習的壓力源全貌，後續 仍需再涵蓋並探討護生在實習期間所面對的壓力源。

Many studies had indicated that the most stressful experience for nursing students come from their initial clinic practical education/training. Those stress experiences are much higher in comparison with individual’s social, academic or other state of situation; correspondingly it is also higher than other department’s students in the school. If this stress experience cannot be effectively relieved, it might have derived to varieties of psychological disease in which will impact their physical and mental health. This is a pilot study of establishing the stressors for nursing students regards of their initial clinical practice. A questionnaire was adopted. The sample consisted total of 185 third year nursing students at a medical junior college. Each student was asked to describe three stress situations they might encounter in their initial clinical practice. Total of 19 stress situations and 46 items were revision and content validity was further ensured by experts in nursing education. The alpha value of 0.971 is indicated that this questionnaire is reliable. The results of two consecutive exploratory factor analyses had shown seven stressors, which were named the stress from: (1) professional knowledge and skills, (2) faculty of the school and staff of hospital, (3) taking care of patients, (4) competition within their peers, (5) their homework and workload, (6) their personal life and (7) clinical environment. Six out of seven stressors are similar to those conducted for X and Y generation nursing students in previous studies. The difference lies in the additional stressor, the sixth stressor, stress from their personal life, which may be due to changes in the external environment of Z generation nursing students compared with those of their previous generations. The stressors developed in this study were conducted prior to their initial clinical practice. There may be stress situations added in or deleted posterior to their practice. Therefore, to explore the entire view of stressors during their initial clinical practice for nursing students, a further study of stressor development focus on the duration of their clinical practice is needed.