Politecnica delle Marche University of Ancona, Ancona, Italy; Azienda Ospedaliera Universitaria "Ospedali Riuniti" di Ancona, Ancona, Italy.
Department of Nursing, Midwifery and Health, Faculty of Health and Life Sciences, Northumbria University, Newcastle upon Tyne, United Kingdom; Adjunct Professor, Research Unit of Nursing Science and Health Management, University of Oulu, Oulu, Finland; Visiting Professor, Università degli Studi di Bari "Aldo Moro", Bari, Italy.
Nurse Educ Today. 2022 Nov;118:105520. doi: 10.1016/j.nedt.2022.105520. Epub 2022 Sep 3.
The pandemic and its related social restrictions have led to many uncertainties in nurse education, including the fear of infection in clinical learning settings and the challenge of remote learning. The modification of clinical and academic environments generated anxiety and academic concerns among nursing students.
To explore the main determinants of anxiety related to the clinical and classroom environments in nurse education after the second wave of the COVID-19 Pandemic.
Multicentre cross-sectional study.
Ten universities offering nursing bachelor programs in central and southern Italy.
A convenience sample of 842 nursing students.
From April to July 2021, the Self-Rating Anxiety Scale and the Altered Student Study Environment Tool were administered to assess, respectively, students' anxiety and their concerns about the study environment. A regression model was tested.
Most of the nursing students were female (76.6 %), living with family (70.9 %), and full-time students (85.7 %); 44.6 % were third-year of Bachelor in Nursing students. The majority of the participants (88.5 %) showed a level of anxiety. The statistically significant predictors of anxiety levels were concerns about grade attainment (β=0.42, p < 0.001) in the total sample, and, among the first-year students, the completion of clinical placement (β=0.14, p = 0.047).
Results suggest a need for the redesign of teaching activities and clinical learning experiences to ensure academic outcomes and to preserve students' psychological well-being. Models of learning environments' dynamic adaptation and ongoing psychological support should be implemented to develop tailored interventions.
大流行及其相关的社会限制给护士教育带来了许多不确定性，包括对临床学习环境中感染的恐惧和远程学习的挑战。临床和学术环境的改变给护理学生带来了焦虑和学业担忧。
探讨 COVID-19 大流行第二波后护士教育中与临床和课堂环境相关的焦虑的主要决定因素。
多中心横断面研究。
意大利中南部提供护理学士课程的十所大学。
方便抽取的 842 名护理专业学生。
2021 年 4 月至 7 月，采用自评焦虑量表和改变的学生学习环境工具分别评估学生的焦虑和对学习环境的担忧。测试了一个回归模型。
大多数护理学生为女性（76.6%），与家人同住（70.9%），为全日制学生（85.7%）；44.6%的学生为护理学士三年级学生。大多数参与者（88.5%）表现出一定程度的焦虑。焦虑水平的统计学显著预测因子是对成绩获得的担忧（β=0.42，p<0.001），在全体样本中，以及在一年级学生中，对临床实习的完成（β=0.14，p=0.047）。
结果表明，需要重新设计教学活动和临床学习经验，以确保学业成果并保护学生的心理健康。应实施学习环境动态适应和持续心理支持的模式，以制定针对性的干预措施。
