Daphne Cockwell School of Nursing, Ryerson University, 350 Victoria Street, Toronto, Ontario M5B 2K3, Canada.
Nurse Educ Today. 2019 May;76:103-108. doi: 10.1016/j.nedt.2019.01.016. Epub 2019 Feb 6.
Clinical practicums are regarded as one of the most anxiety-producing aspects of the curriculum by nursing students. Practicum-associated anxiety has negative impacts on learning, performance, and well-being. Little is known about what makes final year nursing students anxious during their practicum experience and the impact of clinical and student characteristics on their level of anxiety.
The objectives of the study were (1) to explore which clinical situations final year nursing students perceive as anxiety-producing; (2) to identify if perceived level of anxiety associated with clinical tasks differ by clinical and student characteristics; and (3) to determine the relationship between clinical and student characteristics and perceived level of anxiety among nursing students.
Descriptive, cross-sectional survey.
One university in Ontario, Canada.
A convenience sample of 93 final year undergraduate nursing students.
The Clinical Experience Anxiety Form (CEAF) was administered to assess perceived level of anxiety associated with common practicum tasks. Descriptive statistics, one-way analysis of variance, and Pearson's correlation tests were used to address the research questions. Content analysis was conducted for open-ended questions.
Participants reported the following three situations as most anxiety-producing: fear of making mistakes, being observed by instructors, and initial clinical experience on a unit. Differences were noted between younger (18 to 24 years-old) and older (25 to 34 years-old) students, with the older student group reporting lower levels of anxiety associated with the following clinical situations: being observed by instructors and asking questions of faculty. Age was also found to be negatively correlated with CEAF scores wherein younger students reported higher CEAF scores. Content analysis indicated common areas that worried participants most about their practicum and their academic year.
Findings emphasize the importance of nursing educators to recognize anxiety-producing practicum situations and develop anxiety management interventions to ensure optimal learning.
临床实习被护理专业学生视为课程中最具焦虑性的环节之一。实习相关的焦虑会对学习、表现和幸福感产生负面影响。目前，人们对哪些临床情况会让护理专业最后一年的学生在实习经历中感到焦虑，以及临床和学生特征对他们焦虑程度的影响知之甚少。
本研究的目的是：(1)探讨护理专业最后一年的学生认为哪些临床情况会产生焦虑；(2)确定与临床任务相关的感知焦虑程度是否因临床和学生特征而异；(3)确定护理学生的临床和学生特征与感知焦虑程度之间的关系。
描述性、横断面调查。
加拿大安大略省的一所大学。
便利抽样选取的 93 名护理专业最后一年的本科生。
采用临床经验焦虑量表（CEAF）评估与常见实习任务相关的感知焦虑程度。采用描述性统计、单因素方差分析和 Pearson 相关检验来回答研究问题。对开放性问题进行内容分析。
参与者报告了以下三种情况最具焦虑性：害怕犯错、被教员观察和在科室的初步临床经验。年龄在 18 至 24 岁和 25 至 34 岁之间的学生之间存在差异，年龄较大的学生群体报告与以下临床情况相关的焦虑程度较低：被教员观察和向教员提问。年龄与 CEAF 评分呈负相关，即年轻学生报告的 CEAF 评分较高。内容分析表明，参与者最担心实习和学年的常见领域。
研究结果强调了护理教育工作者认识产生焦虑的实习情况并制定焦虑管理干预措施的重要性，以确保最佳学习效果。
