Cedar Crest College, 100 College Drive, Allentown, PA 18104, USA.
Nurse Educ Today. 2011 Nov;31(8):785-9. doi: 10.1016/j.nedt.2011.05.007. Epub 2011 Jun 8.
It is known that some student nurses who experience anxiety during clinical experiences leave nursing education programs. If nurse educators can better understand the anxiety of student nurses during clinical experience, they will be able to develop educational interventions to minimize students' anxiety. Decreasing anxiety has a two-fold effect. First, when anxiety is decreased, learning may be increased. Second, decreasing anxiety may help alleviate the nursing shortage because more students complete their nursing education. This qualitative phenomenological study examines student nurses' perception of anxiety in the clinical setting. Situated cognition learning theory is the theoretical framework. The main method of data collection is unstructured face-to-face interviews with 7 student nurses. The data was analyzed using a thematic analysis. The themes are reported in the rich descriptive words of the subjects. Implications for practice are discussed.
众所周知，一些在临床实习中感到焦虑的护生会退出护理教育项目。如果护理教育者能够更好地理解护生在临床实习中的焦虑，他们将能够制定教育干预措施来最大限度地减少学生的焦虑。降低焦虑有双重作用。首先，当焦虑减轻时，学习可能会增加。其次，降低焦虑可能有助于缓解护理短缺，因为更多的学生完成了他们的护理教育。这项定性现象学研究检查了护生在临床环境中对焦虑的感知。情境认知学习理论是理论框架。主要的数据收集方法是对 7 名护生进行非结构化的面对面访谈。使用主题分析对数据进行分析。主题以受试者的丰富描述性语言报告。讨论了对实践的启示。
