研究背景：新進護理師於進入職場初期，常因角色轉換、現實休克、專業能力不足及工作負荷增加等因素，產生高度工作壓力，進而影響其專業發展與留任意願。臨床教師為新進護理師於臨床學習與角色適應過程中的重要支持者，其教學行為包含不同面向，適當的教學行為有助於提升新進護理師之專業能力與臨床適應。然而，過去研究多著重於新進護理師工作壓力之影響因素，或臨床教師教學行為對學習成效之影響，較少進一步探討臨床教師教學行為與新進護理師工作壓力之關聯性。
研究目的：探討臨床教師教學行為與新進護理師工作壓力的關聯性，並分析臨床教師教學行為對新進護理師工作壓力的預測效果。
研究方法：本研究採橫斷式相關性研究設計，採用問卷調查方式蒐集資料。研究對象為南部兩家醫學中心的新進護理師及臨床教師。收案條件為：（1）臨床教師須具臨床教師資格並實際指導新進護理師；（2）新進護理師為到職三個月內的護理師，共納入有效樣本數135組臨床教師與新進護理師。研究工具包含新進護理師工作壓力量表及臨床教師教學行為量表。資料分析採用描述性統計、獨立樣本t檢定、單因子變異數分析、皮爾森積差相關分析、簡單線性迴歸分析、階層迴歸分析及階層式邏輯斯迴歸分析，以檢視臨床教師教學行為對新進護理師工作壓力的關聯性及預測效果。
研究結果：新進護理師工作壓力以工作負荷、工作流程及知識構面得分最高，顯示其壓力來源主要與臨床實務適應相關。臨床教師教學行為整體表現達中高程度，其中以「評量與回饋」構面得分最高。人口學變項分析結果顯示，20–25歲的新進護理師，在知識、專業、工作流程、工作負荷及病人照護等構面之壓力顯著較高（p < .05）；不同的到職月數僅於知識及專業壓力構面達顯著差異，到職1至2個月的新進護理師在知識及專業壓力高於到職3個月者。此外，加護病房新進護理師於工作流程構面之壓力亦顯著高於其他單位（F = 6.050，p = .003）。相關分析結果顯示，多數臨床教師教學行為構面與新進護理師整體工作壓力未達顯著相關，僅「教學技巧」與「評量與回饋」構面與同儕壓力呈顯著負相關（r = −.194，p < .05；r = −.198，p < .05）。迴歸分析結果顯示，臨床教師教學行為對整體工作壓力的預測效果未達顯著，但對同儕工作壓力具有顯著負向預測效果（β = −0.178，p = .039；OR = 0.952，p = .017）。進一步進行階層式邏輯斯迴歸分析後發現，在控制年齡、工作單位、有無同時期同儕及問卷填答時到職月數等人口學變項後，加入臨床教師教學行為總分後，可顯著提升高同儕工作壓力模型的解釋力（Block χ² = 5.591，p = .018），且其勝算比（OR）為0.955（95% CI = 0.918–0.994），顯示臨床教師教學行為總分愈高，新進護理師發生高同儕工作壓力之風險愈低；然而，對高工作壓力則未具有顯著預測效果。
結論/實務應用：研究顯示，新進護理師工作壓力主要來自工作負荷、工作流程及知識適應等面向，反映其壓力來源與臨床適應歷程及組織因素密切相關。臨床教師教學行為與新進護理師整體工作壓力之關聯性有限，對整體工作壓力未具有顯著預測效果；然而，在控制人口學變項後，臨床教師教學行為可顯著降低高同儕工作壓力之發生風險，顯示臨床教師教學行為的影響具有特定性，其主要作用非直接降低整體工作壓力，而是促進新進護理師臨床適應、人際互動及團隊融入發揮支持的功能。建議醫療機構除持續強化臨床教師培育制度與支持性教學環境外，亦應重視新進護理師於工作初期之工作負荷管理、人力配置及臨床流程適應問題，並建構完善的支持系統與支持性教學環境，以促進其順利完成角色轉換及臨床適應。

New graduate nurses commonly experience substantial job stress during their early transition into clinical practice because of role transition, reality shock, insufficient professional competence, and increased workload. Excessive job stress may negatively affect their professional development and intention to remain in nursing. Clinical preceptors are important sources of support for new graduate nurses during clinical learning and role adaptation. Appropriate teaching behaviors may facilitate the development of professional competence and promote clinical adaptation. However, previous studies have primarily focused on factors associated with job stress among new graduate nurses or on the effects of clinical preceptors’ teaching behaviors on learning outcomes. Limited attention has been given to the relationship between clinical preceptors’ teaching behaviors and job stress among new graduate nurses.
This study aimed to examine the relationship between clinical preceptors’ teaching behaviors and job stress among new graduate nurses and to determine the predictive effects of teaching behaviors on job stress. A cross-sectional correlational study design was used, and data were collected through structured questionnaires. Participants were new graduate nurses and their clinical preceptors from two medical centers in southern Taiwan. Clinical preceptors were required to hold recognized preceptor qualifications and to have actively supervised new graduate nurses. New graduate nurses were required to be within the first three months of employment. A total of 135 valid preceptor–new graduate nurse pairs were included. The research instruments were the New Graduate Nurses’ Job Stressor Scale and the Clinical Teaching Behavior Inventory. Data were analyzed using descriptive statistics, independent-samples t tests, one-way analysis of variance, Pearson’s correlation analysis, simple linear regression, hierarchical regression, and hierarchical logistic regression.
The highest levels of job stress among new graduate nurses were observed in the workload, work process, and knowledge dimensions, indicating that their stress was primarily related to adaptation to clinical practice. Clinical preceptors’ teaching behaviors were rated at a moderate-to-high level overall, with evaluation and feedback receiving the highest score. New graduate nurses aged 20–25 years reported significantly higher stress in the knowledge, professional competence, work process, workload, and patient care dimensions than older nurses. Significant differences by months of employment were found only in the knowledge and professional competence dimensions. Knowledge stress was significantly higher among nurses in their first and second months of employment than among those in their third month, whereas professional competence stress was significantly higher among nurses in their first month than among those in their third month. New graduate nurses working in intensive care units also reported significantly higher work-process stress than those working in other units.
Most dimensions of clinical preceptors’ teaching behaviors were not significantly associated with overall job stress. However, teaching skills and evaluation and feedback were significantly negatively correlated with peer-related job stress (r = −.194, p < .05; r = −.198, p < .05). Simple linear regression showed that the total teaching behavior score did not significantly predict overall job stress but significantly negatively predicted peer-related job stress (β = −.178, p = .039). Hierarchical logistic regression further demonstrated that, after controlling for age, clinical unit, the presence of peer cohorts, and months of employment, adding the total teaching behavior score significantly improved the model for high peer-related job stress (Block χ² = 5.669, p = .017). The total teaching behavior score was a significant protective predictor of high peer-related job stress (OR = 0.954, 95% CI = 0.917–0.993, p = .022). Higher teaching behavior scores were associated with lower odds of high peer-related job stress. In contrast, clinical preceptors’ teaching behaviors did not significantly predict high overall job stress.
In conclusion, job stress among new graduate nurses primarily originated from workload, work processes, and knowledge-related adaptation, reflecting the influence of both clinical transition and organizational factors. Clinical preceptors’ teaching behaviors had limited associations with overall job stress and did not significantly predict high overall job stress. Nevertheless, they demonstrated a significant protective effect against high peer-related job stress. These findings suggest that the effects of clinical preceptors’ teaching behaviors are specific rather than universal and may primarily operate through clinical adaptation, interpersonal interaction, social support, and team integration. Healthcare institutions should continue to strengthen clinical preceptor development and supportive teaching environments while also addressing workload management, staffing allocation, and adaptation to clinical work processes during the early employment period. Comprehensive support systems should be established to facilitate successful role transition and clinical adaptation among new graduate nurses.

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