Clinical faculty strategies to decrease nursing students' anxiety during clinical practice: A qualitative study
Elijah Z. Yarpah, PhD, RN
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Stress in the clinical learning environment is a psychological and physiological element that affects nursing students’ learning outcomes and health. In clinical settings, nursing students encounter stressors that are critical to their academic success as well as their future professional performance. Nursing educators struggle to assist students in developing strategies to manage clinical stress. A review of relevant literature did not identify coping strategies clinical educators and nursing staff can promote to help learners deal with stressors. Therefore, to provide robust ideas to help nursing students manage stress in the clinical learning environment, this study was designed to answer one central research question: “What strategies have faculty applied in their clinical classes and found useful in helping nursing students manage stress?” This basic qualitative study was conducted to investigate the stress management strategies, related experiences, and the meanings of those participants experiences. A sample of 10 clinical faculty who taught first-year, prelicensure associate degree nursing students provided data in semistructured, face-to-face interviews. Thematic analysis (TA) revealed seven themes: (a) allowed students to vent, (b) debriefing, (c) pointing out improvement, (d) pre- and postconference discussions, (e) separating students from a situation, (f) understanding the learning experience, and (g) time management. These findings may serve as a foundation for changes in nursing education and curricula. Recommendations for future inquiry include studying students’ experiences in other programs to achieve a comparative, holistic approach and conducting quantitative studies to assess nursing students’ stressors outside clinical settings or learning environments.
This dissertation has also been disseminated through the ProQuest Dissertations and Theses database. Dissertation/thesis number: 28774704; ProQuest document ID: 2606943115. The author still retains copyright.
This item has not gone through this repository's peer-review process, but has been accepted by the indicated university or college in partial fulfillment of the requirements for the specified degree.
|Review Type||None: Degree-based Submission|
|Research Approach||Qualitative Research|
Clinical Learning Environment;
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