This study explores clinical preparation (prelab) in nursing education from the student's perspective. More than half of the students surveyed (n = 296) believed prelab learning activities were important; however, they reported that prelab increases stress and decreases sleep quantity. Timing, stress, and anxiety were factors affecting student perception of prelab. The findings suggest that students receive diminishing returns on the time spent on prelab; nevertheless, prelab may enhance their learning and patient safety.

Introduction: A review of the literature demonstrates a paucity of research relating to faculty and student experiences regarding prelab. Given the increasing number of students entering nursing programs and the finite number of clinical sites, educators must weigh the relative benefits of each component of the clinical experience, including pre-laboratory (or "prelab") activities. Methods: The research team designed and administered a descriptive study exploring prelab practices and attitudes in one pre-licensure baccalaureate program among students and instructors. Mean comparison tests were used to assess differences in perceptions across the two groups. Results: The results emphasized a disconnection between student and faculty views on several critical indictors, including the impact of prelab on stress, anxiety, and sleep. Conclusion: While stress and anxiety are natural components to any learning process, students may gain more from prelab if stress or anxiety were reduced.

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