Background and objective: Senior nursing students encounter various stressors during their practice in clinical learning environment. Inability to manage these stressors, may affect students' academic achievement and well-being, which in turn put the nursing profession at risk. This study aimed to examine the association between senior nursing students' perceived stress and learning environment in clinical practice and their coping strategies. Methods: Study subject consisted of 400 senior nursing students enrolled in the 4th academic year at Faculty of nursing-Tanta University. Present study used descriptive design. Four tools were used to collect the data: Nursing Students' Perception of Stress in Clinical Practice, Physio-Psycho-Social Response Scale, Coping Strategies Scale, and Dundee Ready Education Environment Measure. Results: Senior nursing students' experienced a high level of stress in clinical practice with total mean (2.87), and their response to stress indicated poor health status with total mean (2.76). Their learning environment need more effort to be improved with total mean score (2.4). There were high statistical significant positive correlation between students' perception of learning environment and their responses to stress (p < .001). Conclusions: Senior nursing students experienced high level of stress in clinical practice; their responses to stress indicated a poor health status. Majority of them used problem focused disengagement and emotional focused disengagement strategies to deal with stress in clinical practice. Their perception of learning environment indicated a more positive than negative, so learning environment need more effort to be improved. Accordingly we recommend promote healthy, supportive learning environment and refine nursing curricula.

Background: Emotion regulation is a term used to describe a person's capability to efficiently manage and respond to an emotional experience especially during time of stress. The analysis of how newcomer nursing students regulate their emotions and its' impact on their psychological wellbeing is a crucial important. Aim: assessed difficulties of emotional regulation and psychological well-being of newcomer nursing students, and discovered the relation between them. Setting: Faculty of Nursing, Tanta University in Tanta city, Egypt. Subject: 387 Newcomer nursing students at the first year academically of Faculty of Nursing. Research design: the present study has followed descriptive correlation design. Tools: two tools were used for data collection; tool one was Difficulties in Emotion Regulation Scale. Tool two was Ruff Psychological well-being Scale, in addition to socio-demographic data. Result: the current study showed that the newcomer nursing students had moderate levels of difficulties in emotional regulations and psychological well-being. There was a statically negative correlation between psychological well-being and difficulties of emotions regulation. Conclusion: more difficulties in regulating emotions leads to more decrease in students' psychological well -being. Recommendation: Educational training program should be prepare for learning and training new nursing students strategies to improve their emotional regulations, and well-being.