初次臨床實習是有壓力的，而每個人對壓力的感受、反應及因應行為均不同，此現象是否與個人人格特質有關，值得探討。本研究以280位第一次實習之五專護生為對象，以具有信、效度之實習壓力量表、身心社會反應量表、因應行為量表及基氏人格測驗量表，探討初次實習護生以下四個問題：坽實習壓力感受的程度及來源；夌身心社會狀況；奅使用的因應行為；妵壓力感受、因應行為、身心社會狀況及與人格特質關係之探討。本研究發現初次實習護生的兩大壓力來源為專業知識與技能之壓力及實際護理病人的壓力；護生在初次實習期間最常發生社會行為反應，其次是情緒反應，很少發生身體反應；護生常使用的因應行為以保持樂觀為最多，其次是轉移、解決問題，很少使用逃避性行為。此外本研究結果顯示實習壓力感受、因應行為及身心社會狀況與個人的內外向性格、社會適應性、情緒穩定性等人格特質有顯著的相關，此結果對Lazarus壓力因應調適現象有更進一步了解，可做為護理教師了解護生面對初次實習的經驗、困難，且依學生個別差異，提供個別協助及教導，以提昇實習效果。

　　　　　First-time clinical practice is stressful. However, every person's perception of stress, responses to stress and coping methods are different. It is important to examine the relationships between these phenomena and personality traits. The subjects of this study were 280 nursing students who had undertaken their first clinical practice. This study used Clinical Practice Stress Scale, Clinical Practice Physio-psycho-social Response Scale, Coping Behavior Inventory of Clinical Practice and Chi test to examine the following four questions for the students: (1) the type and frequency of stressors occurring during their first clinical practice, (2) physio-psycho-social status; (3) the coping behaviors utilized by the students; (4) the relationship among perception of stress, coping behaviors, physio-psycho-social status and personality traits. The results of this study showed that the most common stressors were lack of professional knowledge and skill, and taking care of patients. The most common response of the students was social behavioral response, followed by emotional response. Physical response rarely occur. The most common coping behavior utilized by the students was keeping optimistic, followed by transferring and problem solving. Avoidance behaviors were least one. In addition, the results of this study show that the perception of stress, coping behaviors and psychosocial status are significantly related to personality characteristics, including introversion-extroversion, social adaptiveness, and emotional stability. These results may help nurses to better understand the phenomena of stress, coping and adaptation. They may also help nursing educators understand the difficulties of nursing students and, based on individual difference, assist them individually in order to promote the quality of clinical practice.