Abstract
ObjectiveTo translate the Perceived Stress Questionnaire (PSQ) into Chinese, validate its reliability and validity in nursing students and investigate the perceived stress level of nursing students.MethodForward- and back-translation combined with expert assessment and cross-cultural adaptations were used to construct the Chinese version of the PSQ (C-PSQ). This research adopted a stratified sampling method among 1,519 nursing students in 30 classes of Ningbo College of Health Sciences to assess the reliability and validity of the C-PSQ. Among them, we used the Recent C-PSQ (only the last month).ResultsThe C-PSQ retained all 30 items of the original scale. Principal component analysis extracted five factors that explained 52.136% of the total variance. The S-CVI/Ave was 0.913. Concurrent validity was 0.525 and 0.567 for anxiety and depression respectively. The results of the confirmatory factor analysis were as follows: χ2/df = 4.376, RMR = 0.023, GFI = 0.921, AGFI = 0.907, CFI = 0.916, RMSEA = 0.048, PNFI = 0.832, PGFI = 0.782, CN = 342 and AIC/CAIC = 0.809. The scale’s Cronbach’s alpha was 0.922, and Cronbach’s α of each dimension was 0.899 (worries/tension), 0.821 (joy), 0.688 (overload), 0.703 (conflict), 0.523 (self-realization). The correlation coefficient between the first and second test, the first and third test and the second and third test was 0.725, 0.787 and 0.731, respectively. Mean values and distribution of overall PSQ index in nursing students was 0.399 ± 0.138. Different demographic factors were significantly associated with the perceived stress of nursing students.ConclusionThe C-PSQ has an appropriate reliability and validity, which means that the scale can be used as a universal tool for psychosomatic studies. The perceived stress of nursing students was relatively high. Further studies are needed.
Highlights
Nursing students experience a substantial amount of stress (Al-Zayyat & Al-Gamal, 2014; Patterson, 2016)
The C-Perceived Stress Questionnaire (PSQ) has an appropriate reliability and validity, which means that the scale can be used as a universal tool for psychosomatic studies
High level of stress makes students give up nursing study, educators should avoid this phenomenon which may cause the loss of clinical nurse and influence the nursing service quality
Summary
Nursing students experience a substantial amount of stress (Al-Zayyat & Al-Gamal, 2014; Patterson, 2016). These perceived stresses increase in the process of learning professional nursing knowledge (Lamaurt et al, 2011; Levesque, 2015). Their stress originates from daily life events, the rigorous study of theories, and nursing clinical practice. On the one hand, nursing students must spend plenty of time and energy learning complicated professional topics, which makes them feel isolated, helpless and nervous (Yearwood & Riley, 2010). Nursing practice requires nursing students to possess a high medical and humanistic quality; nursing students can experience great stress while studying to meet these requirements because of their fear of lacking professional knowledge and skills (Moridi, Khaledi & Valiee, 2014; Sheu, Lin & Hwang, 2002)
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