The impact of nursing curricula on clinical practice anxiety

Melo, Katherine; Williams, Bev; Ross, Carolyn

doi:10.1016/j.nedt.2010.02.006

Cited by 43 publications

(34 citation statements)

References 30 publications

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“…Learning in a clinical environment is very different from school; nursing students' psychiatric symptoms in this process were significantly higher than the general population. 23 As expected, in the study, students' anxiety scores in practice for 1 month were significantly higher than those in school, which was consistent with previous findings, 24,25 and high anxiety elicited immune variables in the percentage of CD3 and CD4. It can be clearly demonstrated that clinical practice is a strong stressor for nursing students.…”

Section: Discussionsupporting

confidence: 92%

Influence of clinical practice on nursing students' mental and immune‐endocrine functions

Lei

Jin

Shen

et al. 2014

Int J of Nursing Practice

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This work aims to evaluate the stressful effects of clinical learning environments on nursing students and to better understand the importance of reducing anxiety. Ninety-two female nursing students were randomly recruited. State Anxiety Inventory (SAI), General Self-Efficacy scale (GSES), Social Support Rating Scale (SSRS), General Maladjustment Scale (GM), Pittsburgh Sleep Quality Index, the personal information questionnaire were administered along with an immune-endocrine profile, red blood cells and plasma cortisol. The nursing students' state and trait anxiety scores were significantly higher in clinic than in school. With one-way ANOVA, nursing students from rural areas, not liking nurse work and being pessimistic to employment prospects, and not being assigned in an ideal teaching hospital had higher scores of SAI. High levels of anxiety were associated with low scores of GSES, objective support of SSRS and high scores of GM. Additionally, the subjects' anxiety related to poor sleep quality, and students with high levels of anxiety showed a significantly lower percentage of CD3 and CD4. In conclusion, clinical practice can raise nursing students' State-Trait Anxiety Inventory scores. The level of anxiety is related to some internal and external factors. Severe anxiety not only affects student's physical and mental health and successful practice, but also reduces T lymphocyte immune functions.

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Section: Discussionsupporting

confidence: 92%

Influence of clinical practice on nursing students' mental and immune‐endocrine functions

Lei

Jin

Shen

et al. 2014

Int J of Nursing Practice

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“…20 Low self-esteem leads to depression and anxiety which affects students' thinking, learning, clinical functions and clinical work performance. 21 In conclusion, considering various factors, one might claim that stress is a problem for Iranian nursing students during their clinical training. We identified numerous physical and psychological factors with negative effects on the quality of clinical nursing education.…”

Section: Discussionmentioning

confidence: 99%

“…In fact, researchers have associated low self‐esteem with increased risk of psychological problems . Low self‐esteem leads to depression and anxiety which affects students' thinking, learning, clinical functions and clinical work performance …”

Section: Discussionmentioning

confidence: 99%

Nursing students in Iran identify the clinical environment stressors

Doulatabad

Mohamadhosaini

Shirazi

et al. 2014

Int J of Nursing Practice

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Stress at clinical environment is one of the cases that could affect the education quality among nursing students. The study aims to investigate Iranian nursing students' perceptions on the stressors in clinical environment in the South Western part of Iran. A cross-sectional descriptive study was conducted in 2010 to include 300 nursing students after their completion of second clinical nursing course in a hospital environment. Data were collected using a researcher-made questionnaire, with focus on the clinical environment stressors from personal, educational and training viewpoints. Data analysis was performed using SPSS software (IBM Corporation, Armonk, NY, USA) and descriptive statistics tests. Among the various stressors, the highest scores were given to the faculty (71 ± 19.77), followed by the students' personal characteristics (43.15 ± 21.79). Given that faculty-related factors provoked more stress in nursing students, nursing administration should diligently evaluate and improve communication skills among faculty to reduce student stress and enhance learning.

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“…Papastavrou et al (2010) provided a chronological review of studies focusing on the evaluation of clinical environment. The primary focus of early studies was aimed at clinicial environment as a source of stress in relation to signs of stress and anxiety during clinical placement and coping strategies (Sheu et al, 2002;Melo et al, 2010;Melincavage, 2013). In more recent studies, clinical learning environment has been investigated from the psychosocial/educational perspective, particularly student perceptions of personalisation, involvement, task orientation, innovation, and individualisation (Chan, 2001;Chan, 2002;Midgley 2006).…”

Section: Discussionmentioning

confidence: 99%

Factors influencing the effectiveness of clinical learning environment in nursing education

Gurková¹,

Žiaková²,

Cibríková³

et al. 2016

Cent Eur J Nurs Midw

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Aim: The purpose of the cross-sectional descriptive study was to investigate how nursing students evaluate particular factors of clinical learning environment during their professional placement in hospitals. We explored which factors of clinical environment contribute significantly to students' evaluation of it. Design: A descriptive cross-sectional study. Methods: The sample included 503 nursing students in their second or third year of study at six Slovak universities. A valid and reliable questionnaire, the Clinical Learning Environment, Supervision and Nurse Teacher evaluation scale (CLES+T), was used to evaluate the student nurses' experiences and clinical placement. The data were analysed using descriptive statistics, Pearson's chi-square test, multifactorial ANOVA procedure and Pearsons' correlations, and p-value < 0.05 was taken to indicate statistical significance for all comparisons. Results: A significant proportion of students experienced a traditional model of group supervision. Supervision method, supervisory session frequency, and duration of clinical placement had a significant impact on their evaluation of clinical environments. Conclusion: Supervision methods are a significant factor influencing student evaluation of their clinical placement environment. Compared to other European studies, we found a less frequent application of individual supervision and that the Slovak university setting is dominated by a traditional group model of supervision. The study offers a valuable insight into the analysis of factors contributing to improvements in clinical learning environment and models of clinical or workplace training.

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The impact of nursing curricula on clinical practice anxiety

Cited by 43 publications

References 30 publications

Influence of clinical practice on nursing students' mental and immune‐endocrine functions

Influence of clinical practice on nursing students' mental and immune‐endocrine functions

Nursing students in Iran identify the clinical environment stressors

Factors influencing the effectiveness of clinical learning environment in nursing education

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