Articles Vol. 67 No. 5 25/05/2026

THE RELATIONSHIP BETWEEN STRESS, JOB CONTROL AND CLINICAL TEACHING SELF-EFFICACY AMONG NURSING INSTRUCTORS

Nguyen Thi Minh Chinh1,2, Hoang Minh Hoan1,2,3,4, Nguyen Van Heiu3,4
1 Nam Dinh University of Nursing
2 Trường Đại học Điều dưỡng Nam Định
3 Bach Mai Hospital
4 Bệnh viện Bạch Mai
DOI: 10.52163/yhc.v67i5.5200
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Keywords
Self-efficacy, stress, job control, nursing, lecturer.
Abstract

Objective: To examine the associations between stress, job control, and clinical teaching self-efficacy among nursing clinical instructors.

Methods: A descriptive study was conducted on 400 nursing visiting lecturers at Nam Dinh University of Nursing. Data were collected via Google Forms using the self-efficacy in teaching tool - nursing education, the perceived stress scale, and the job content questionnaire.

Results: Most lecturers reported moderate-to-high levels of self-efficacy, stress, and job control, with rates of 63%, 87.5%, and 95.3%, respectively. The proportion of moderate-to-high self-efficacy in the low-stress group (84%) was significantly higher than in the other groups (p < 0.05). Similarly, a higher rate of moderate-to-high self-efficacy was observed among those with high job control (71.9%, p < 0.05). Multivariable logistic regression analysis indicated that age, work seniority, healthcare tier, and job control were significant factors associated with the clinical teaching self-efficacy of nursing instructors.

Conclusion: Stress levels significantly impact clinical teaching self-efficacy, while job control is positively associated with self-efficacy among nursing instructors.

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