本研究目的在於探討南部某專科學校護理科三年級學生在學期間，感受到的壓力 症狀和社會支持系統之相關性，藉此研究可了解護生的壓力分佈，以作為教學之參考。本研 究對象全是女性，平均年齡為17.6歲，本研究採問卷調查方式收集資料，研究對象是八十五 學年度第二學期護理科三年級學生以集體抽樣三班共157位。問卷內容包括基本資料、壓力 事件及壓力症狀量表、杜會支持調查表。收集之資料以因素分析、皮爾遜積差相關、單因子 變異數分析進行分析。研究結果如下:(1)學生的生活壓力事件依序為考試壓力、一般人際關 係、時間管理、生涯規劃、社團、家庭互動; (2)護生的個人屬性和壓力症狀得分皆未呈現顯 著性差異。且護專學生在社會支持各功能之平均得分以評價為最高，自尊為最低。(3)社會支 持得分和壓力症狀總分，呈現顯著之負相關(r=-0.25，p<0.01)。生活壓力事件得分和壓力症 狀呈現顯著性正相關(r=0.31，p<0.01)。(4)經由複迴歸發現社會支持及生活壓力事件可解釋 護生壓力症狀的12.4%變異量。本研究建議在護理專科教育中應加強壓力之調適，一般人際 互動、時間管理、生涯規劃等課程，並加強周圍之社會支持，包括學校之輔導及家庭之互動， 使學生應付壓力之能力提昇。

　　　　　The study was intended to define the relation between learning stress symptoms and social support system for nursing school students. One hundred and fifty seven third-year students from a female nursing college in southern Taiwan were enrolled. The data were collected by means of questionnaires regarding "life stress events", "stress symptoms" and "social support systems". The results induded: (1) Examinations were the most significant stress event identified by students. Other stress factors included personal relationships, time management, career planning, extracurricular activities and familial interaction. (2) The characteristics of students had no significant relationship with stress symptoms. The mean scores for social support functions, in descending order, were as follows: appraisal, tangible assistance, belonging. and self-esteem. (3) There was a significant negative correlation between scores for social support and stress symptoms. Otherwise, stress events scores correlated positively with stress symptoms. (4) Regression finding indicate that 12.4% of the variance in stress symptoms could be predicted by social support and life stress events. In conclusion, we suggested that the inclusion of courses on stress adjustment, personal interaction, time management and career planning should be considered in developing future nursing training courses.