{'fraction_non_alphanumeric': 0.037165082108902334, 'fraction_numerical': 0.00950734658599827, 'mean_word_length': 5.159574468085107, 'pattern_counts': {'":': 0, '<': 0, '<?xml version=': 0, '>': 0, 'https://': 0, 'lorem ipsum': 0, 'www.': 0, 'xml': 0}, 'pii_count': 0, 'substrings_counts': 0, 'word_list_counts': {'cursed_substrings.json': 0, 'profanity_word_list.json': 0, 'sexual_word_list.json': 0, 'zh_pornsignals.json': 0}}
Stress sources in nursing practice. Evolution during nursing training.

A cohort study was carried out in order to evaluate the evolution of nursing students' perception of stressors associated with clinical practice. Sixty-nine students answered the KEZKAK questionnaire about nursing stressors [Zupiria X., Uranga M.J., Alberdi, M.J., Barandiaran, M., 2003b. Kezkak: cuestionario bilingüe de estresores de los estudiantes de enfermería en las prácticas clínicas. Gac. Sanit. 17 (1), 37-51.] at four stages of their studies. The most powerful stressors identified by students both at the beginning and at the end of their studies were: lack of competence, uncertainty and impotence, being harmed by the relationship with patients, emotional involvement, lack of control in relationships with patients, contact with suffering, relationships with tutors and companions, and overload. Nevertheless, most of the stressors were found to lose stressor power during the course of nursing training. The evolution of the perception of stressor power and its implications for nurse training are discussed, and some recommendations based on our findings are provided.