Relationship among Clinical Practice Stress, Peer Group Caring Interaction and Teaching Efficiency in Nursing Students

Objectives The purpose of this study was to examine the effects of teaching efficiency and peer group caring in-teraction on clinical practice stress in nursing students. Methods Data were collected through a structured questionnaire for 90 3rd graders who experienced clinical prac-tice among nursing students at a university in Gyeonggi-do. Using the IBM SPSS 26.0 program, the collected data were analyzed using descriptive statistics t-test, ANOVA, Pearson correlation coefficients, and Hierarchical re-gression analysis. Results Results showed that teaching efficiency accounted for 4.45 points, clinical practice stress accounted for 2.07 points, and peer group caring interaction accounted for 4.08 points. Not only teaching efficiency and clinical practice stress, but also peer group caring interaction and clinical practice stress showed a negative correlation. As a result of hierarchical regression analysis, the factors significantly influencing the clinical practice stress were peer group caring interaction (β=-.28, p=.004) and teaching efficiency (β=-.26, p=.006), with a total explanatory power of 21.2% was(F=9.779 p<.001). Conclusions It is required to develop and apply efficient education and programs to manage clinical practice stress using peer group caring interaction and teaching efficiency that affect clinical practice stress of nursing students.