Cornine Amanda
About the Author Amanda Cornine, MSN, RN, CNE, an instructor and senior level clinical coordinator at Worcester State University Department of Nursing, Worcester, Massachusetts, is a PhD student at the University of Massachusetts Medical School Graduate School of Nursing, Worcester, Massachusetts. The author acknowledges Dr. Susan Sullivan-Bolyai and Dr. Coleen Toronto for kindly providing feedback on this article. For more information, write to
Nurs Educ Perspect. 2020 Jul/Aug;41(4):229-234. doi: 10.1097/01.NEP.0000000000000633.
The aim of this review was to examine nonsimulation strategies to reduce undergraduate nursing student anxiety in the clinical setting.
The anxiety nursing students often experience during clinical rotations can affect their academic performance and interpersonal interactions.
An integrative review was undertaken following guidelines by Whittemore and Knafl. The search was limited to articles published from 1999 to 2018 to increase the likelihood that they included the generations of students currently most prevalent in nursing programs, millennials and generation Z.
Most researchers (17 studies) supported their interventions as somewhat effective in reducing nursing student anxiety in the clinical setting. A number of limitations of the research were identified.
Various faculty-led and student-led interventions may reduce student anxiety in the clinical setting. Further rigorous research on this topic is needed to provide a strong evidence base for such interventions.
本综述的目的是研究在临床环境中减少本科护理学生焦虑的非模拟策略。
护理学生在临床实习期间经常经历的焦虑会影响他们的学业成绩和人际互动。
按照惠特莫尔和克纳夫的指导方针进行了一项综合综述。搜索仅限于1999年至2018年发表的文章，以增加这些文章涵盖目前护理专业中最普遍的几代学生（千禧一代和Z世代）的可能性。
大多数研究人员（17项研究）支持他们的干预措施在一定程度上有效地减少了临床环境中护理学生的焦虑。研究发现了一些局限性。
各种由教师主导和学生主导的干预措施可能会减少临床环境中学生的焦虑。需要对这一主题进行进一步严格的研究，为此类干预措施提供有力的证据基础。
