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Overall, nursing training is a stressful process. Especially when second year nursing students are evaluated within the professional socialization theory, they are stated to be affected by these sources of stress more negatively. This research was carried out in order to determine the stress sources of second year nursing students. 15 nursing second year students were included in the research by using the maximum variety sampling. The data were collected by depth interview method. Inductive content analysis method was used to analyze the data. As a result of the interviews four main categories which were clinical practice, theoretical training, social, and personal lives, and themes and sub themes related to these were identified. Six themes regarding the clinical practice were identified. These themes were sources of stress from the trainer, therapist, nurses, patients, student's own, and practice. The themes under the theoretical training category were stress sources experienced with trainer, student, and other students and under the social life category were accommodation, university life and family attitude and lastly, under the personal life are under self-confidence, not being able to control the emotions, time management, and opinion mistakes. As a result, it was found out that the stress sources of students were both internal and external. It is recommended to organize programs to help students become stronger.Key WordsNursing Training, Nursing Student, Sources of Stress, Professional Identity, Professional Socialization Process.Nursing training in the university level aims to solve the health problems of the patients by using the knowledge, attitude and skills of the individuals, yet it may be positive or stressful for the individual (Kang, Choi, & Ryu, 2009; Money, 2007). Students may experience stress in different fields, therefore; the insufficiency of theoretical training, lack of skills in clinical practices, to take the responsibility of the patient, time pressure, lack of motivation and accommodation, social life, relationship with the opposite sex, new responsibilities, living in a new environment may be perceived as stress (Guler & Cinar, 2010; Martos, Landa, & Zafra, 2011; Ozkan & Yilmaz, 2010; Ozturk Can, Oner, & Celebi, 2009; Seyedfatemi, Tafreshi, & Hagani, 2007; Sheu, Lin, & Hwang, 2002; Warbah et al., 2007). Sources of stress also vary in accordance with the students' years. It has been stated that third year students' level of stress is higher (Edwards, Burnard, Bennett, & Hebden, 2010), and the senior year students' depression mark averages are higher (Temel, Bahar, & Cuhadar, 2007).Different studies show that second year students complain about the course load and their spiritual symptoms are higher (Alparslan, Yaþar, Dereli, & Turan, 2008; Dinc, Kaya, & Þimþek, 2007; Jimenez, Navia-Osorio, & Diaz, 2010; Tutuk, Al, & Doðan, 2002; Tanrýverdi & Ekinci, 2007). It is thought that these differences in the research findings may depend on culture, class and perceptions. When the national studies are examined, it has been shown that the sources of stress are most common in the second year and the reason is heavy professional courses in terms of both theory and practice (Alparslan et al., 2008). These stress factors may cause some negative changes in the psychosocial lives of the students. Fall in academic performance, serious health problems may occur if the student perceive stress as a negative thing (Edwards et al., 2010; Luo & Wang, 2009; Seyedfatemi et al., 2007). The training process is a significant preparation phase in terms of the student's professional role (Howkins & Ewens, 1999). During the training process professional socialization theory distinguishes as a guide (Howkins & Ewens).Cohen (1981), who has studies regarding the professional identity development, has defined professional socialization as the individual's gaining all kind of knowledge, skills and values and internalization them. …

Students’ perceptions regarding the objective, structured, clinical evaluation as an assessment approach