Department of Nursing, I-Shou University, No.8, Yida Rd., Jiaosu Village, Yanchao District, Kaohsiung City 82445, Taiwan, ROC.
Honorary Fellow of Ulster University, School of Nursing, Ulster University, 41. North Parade, Ormeau Road, Belfast BT 72GH, Northern Ireland, UK.
Nurse Educ Today. 2021 Jan;96:104614. doi: 10.1016/j.nedt.2020.104614. Epub 2020 Oct 20.
Nursing students voiced that they were stressed or anxious during their final year at university. Further, they articulated that their anxiety affected their academic performance as well as their motivation to work on their clinical placement.
This study was designed to describe nursing graduates' perceptions of their lived experiences of anxiety during their final year.
Phenomenology was chosen.
Three universities in Taiwan.
A purposive sample of 18 nursing graduates with experiences of anxiety.
Data were collected using a semi-structured interview and analyzed utilizing Colaizzi's seven-step method.
Four themes emerged from the findings. The first was: uncertainty about future employment. This included negative clinical practicum experiences impacted on future career choices and uncertainty about future workplace choices. The second theme was: emotional relationships and life experiences becoming chaotic. This included anxiety about the loss of established relationships and financial insecurities. The third theme was: three phases of anxiety experienced in preparation for the national examination. They comprised: feeling anxiety but not taking action to study; increasing anxiety and beginning to study and, exacerbated anxiety and cramming for the national examination. The fourth theme was: adjustment strategies. They involved; looking for support to release emotional stress; changing the situation and fine-tuning the stress; positive thinking and self-affirmations and also, self-reflecting and consolidating learning.
Finding could inform nursing teachers on nurses' lived experiences of anxiety during their final year, especially that related to the national examination before registration. Further, findings could be used as a map to facilitate nursing teachers in the provision of suitable teaching and counselling for final year students to alleviate their anxiety.
护理专业的学生表示，他们在大学最后一年感到压力或焦虑。此外，他们还表示，这种焦虑影响了他们的学业成绩以及在临床实习中的工作动力。
本研究旨在描述护理专业毕业生在最后一年经历焦虑时的切身感受。
选择了现象学。
中国台湾的三所大学。
有过焦虑经历的 18 名护理专业毕业生组成了一个目的性样本。
采用半结构式访谈收集资料，并运用科拉兹的七步分析法进行分析。
从研究结果中出现了四个主题。第一个主题是：对未来就业的不确定性。这包括负面的临床实习经历影响了未来的职业选择，以及对未来工作场所选择的不确定性。第二个主题是：情感关系和生活经历变得混乱。这包括对失去既定关系的焦虑和经济上的不安全感。第三个主题是：在准备国家考试时经历的三个焦虑阶段。它们包括：感到焦虑但不采取行动学习；焦虑增加并开始学习；以及，焦虑加剧并为国家考试突击学习。第四个主题是：调整策略。它们包括：寻找支持以释放情绪压力；改变情况并调整压力；积极思考和自我肯定；以及，自我反思和巩固学习。
研究结果可以为护理教师提供有关护士在最后一年经历焦虑的信息，特别是与注册前国家考试相关的焦虑。此外，研究结果可以作为一张地图，帮助护理教师为最后一年的学生提供合适的教学和咨询，以减轻他们的焦虑。
