The Influence of Reducing Clinical Practicum Anxiety on Nursing Professional Employment in Nursing Students with Low Emotional Stability

Abstract

Nursing students experience anxiety during clinical practicum, which may interfere with their learning in clinical practice and nursing employment after graduation. This study explored: (1) the factors of the difference in anxiety levels between pre- and post-practicum in nursing students; (2) identified their anxiety events in a clinical environment; and (3) the correlation between emotional stability and 5-year nursing professional employment. The study was designed as a mixed method. A longitudinal secondary analysis method and a qualitative approach with open questionnaire were conducted. The emotional stability subscale of Lai’s Personality Inventory and the Beck Anxiety Inventory, as well as open questionnaires were administered. Research data were collected through the purposive sampling of 237 nursing students (mean age was 20.96, SD = 1.29) of 4.2% male and 95.8% female in a central Taiwan hospital in 2013, and the participants were followed up in 2021 to show 70% in clinical service. Most of the nursing students exhibited significantly decreased anxiety levels in the post-practicum period. Compared to nursing students with high emotional stability, those with low emotional stability exhibited higher differences in their anxiety levels between the pre- and post-practicum periods. Low emotional stability is critical in a pre-practicum BAI score. However, the high pre-practicum BAI score would decrease to normal range after enrolling to practicum setting. So, as to their 5-year nursing professional employment after graduation. Teachers foster a positive learning atmosphere that emphasizes the importance of “we are family” to students. Teachers and advisors need to make efforts in leading the low emotional stability nursing students to learn effective coping and adapting strategies in clinical practicum.

Relationship between Anxiety, Depression and Learning Burnout of Nursing Undergraduates after the COVID-19 Epidemic: The Mediating Role of Academic Self-Efficacy

“…The second is the pressure of clinical practice, mainly including the lack of clinical ability, the gap between theory and practice, the care of patients, handling medical devices, the assessment of interns, interpersonal communication, the criticism of teachers and the psychological stress caused by rescuing patients [23][24][25][26]. All kinds of psychological problems caused by academic studies and practice are more prominent among nursing students, and these psychological problems are important factors leading to career change in nursing students and the resignation of newly graduated nurses [27][28][29][30].…”

Prevalence and Risk Factors for Anxiety Symptoms among Student Nurses in Gauteng Province of South Africa

“…These students are at a heightened risk for emotional exhaustion, compassion fatigue, as well as anxiety due to the constant exposure to traumatic events [ 19 ]. Additionally, the lack of familiarity to medical equipment, as well as limited clinical experience, may also instil fear and anxiety as students may be anxious and afraid of making mistakes [ 19 , 20 ]. Hence this population, requires close monitoring to ensure the retention of better mental health outcomes.…”

Kompetensi Akademik dan Tingkat Kecemasan Mahasiswa selama Praktikum Klinis Keperawatan Jiwa

“…Studies show that clinical practicum is viewed by nursing students as one of the most anxious aspects of the curriculum (Wang et al, 2019).. Nursing students experience anxiety during clinical practicum and this can hinder their learning process in clinical practicum and their work after graduation (Lai et al, 2022). Several studies such as those conducted by Purnamasari (2019) which examined the anxiety of clinical practice students stated that out of 96 respondents studied, 47 respondents with mild anxiety (48.9%) were found.…”