The purpose of this study was to investigate the stress level and resources of student's nurse engaged in clinical practice and examine the relationships between their stress and daily life. Data were obtained by self-report questionnaires from 63 nurse students who had just finished the clinical practice component of a Junior College Diploma Course. A 59-item questionnaire, that investigated the student's nurse stress (55-items) and their daily life (4-items), as well as a demographic data questionnaire was used. Data were analyzed via t-tests and factor analysis. The findings revealed that the student nurses found the time required to write practical records after school and conflicts with nurses to be the most stressful aspect of their clinical practice experience. Factor analysis revealed that the stress level of the students who were living with family was lower than that those living by themselves (p<0.1). In addition, the stress level of the students having interchange with other students' was significantly lower than that of the students having little interchange with other students (p<0.05). These findings suggest that the stress level of nursing students may be decreased through decreased paperwork requirements of the practical records form and by encouraging interchange between students.
In order to explore how to provide death education according to age groups, we examined the differences in the awareness of death between the adolescent and the middle age groups. A questionnaire survey was conducted using the Death Concern Scale. The subjects were students (n=627) aged between 19 and 29 (i.e. the adolescent group), company workers (n=149) and visiting nurses (n=94) aged between 30 and 64 (i.e. the middle age group). First, the question items were analyzed by content analysis and confirmed by factor analysis. Two factors were extracted from the Death Concern Scale:"thinking about death " and "anxiety and fear of death". Secondly, the data from both age groups were analyzed and compared by using the Mean Structure Model. The factor "thinking about death" had a greater value for the adolescent group than for the middle age group. There was no significant difference between the two groups in terms of the factor "anxiety and fear of death". These results imply that death education carries more importance for the adolescent group than for the middle age group.