British Columbia Institute of Technology, BSN Program, 3700 Willingdon Avenue, Burnaby, BC V5G 3H2, Canada.
St. Paul's Hospital, Medicine Program, 1081 Burrard St, Vancouver BC V6Z 1Y6, Canada.
Nurse Educ Pract. 2023 Jan;66:103517. doi: 10.1016/j.nepr.2022.103517. Epub 2022 Nov 25.
This study aimed to investigate the relationships between anxiety-provoking teaching behaviors in clinical settings and nursing students' self-reported anxiety levels, perceived quality of life and demographic characteristics.
Anxiety has been consistently reported in the literature as a major barrier to nursing education. Peplau's Interpersonal Relations Theory (1992, 1997) served as a theoretical framework in the study to explore anxiety-provoking teaching behaviors in clinical settings.
A cross-sectional, correlational, mixed methods design was used.
Fifty-eight participants were recruited from the undergraduate nursing program at a Canadian university in the spring of 2021. An online survey, including demographic characteristics, the State-Trait Anxiety Inventory (STAI) and World Health Organization Quality of Life Instruments (WHOQOL-BREF), was distributed to the participants before a face-to-face interview. The interview was conducted by peer nursing students in the program to reduce the power imbalance relationship, given the sensitivity of the topic. The interview data were thematically analyzed and the subthemes were used to code the qualitative interview into quantitative data. Pearson's correlation was performed to analyze the relationships between the number of experienced anxiety-provoking teaching behaviors, the SATI and WHOQOL-BREF scores.
The qualitative findings revealed two main themes, interpersonal relations and instructional styles and ten anxiety-provoking teaching behaviors as the subthemes. A significant positive relationship was observed between the number of anxiety-provoking teaching behaviors reported and the SATI score (r = .392, p < .001) and a significant negative relationship was observed between the number of reported anxiety-provoking teaching behaviors and the WHOQOL-BREF score in the domain of psychological health (r = -.343, p = .008), thus indicating that a higher number of reported anxiety-provoking teaching behaviors correlated with greater anxiety and lower psychological health.
The study revealed that students' perceptions of the clinical instructors' interpersonal relations and instructional styles significantly affected their anxiety levels and psychological health in life.
本研究旨在探讨临床环境中引发焦虑的教学行为与护理学生的焦虑自评水平、生活质量感知和人口统计学特征之间的关系。
焦虑一直是护理教育文献中的一个主要障碍。Peplau 的人际关系理论（1992 年，1997 年）被用作本研究的理论框架，以探讨临床环境中引发焦虑的教学行为。
采用横断面、相关性、混合方法设计。
2021 年春季，从加拿大一所大学的本科护理项目中招募了 58 名参与者。在面对面访谈之前，向参与者发放了一份在线调查，包括人口统计学特征、状态-特质焦虑量表（STAI）和世界卫生组织生活质量量表（WHOQOL-BREF）。该访谈由项目中的护理专业学生进行，以减少因话题敏感而导致的权力失衡关系。对访谈数据进行了主题分析，并使用子主题将定性访谈内容编码为定量数据。对经历的引发焦虑的教学行为数量、STAI 和 WHOQOL-BREF 得分之间的关系进行了 Pearson 相关性分析。
定性研究结果揭示了两个主要主题，即人际关系和教学风格以及十个引发焦虑的教学行为作为子主题。报告的引发焦虑的教学行为数量与 STAI 得分呈显著正相关（r=.392，p<.001），与心理健康领域的 WHOQOL-BREF 得分呈显著负相关（r=-.343，p=.008），这表明报告的引发焦虑的教学行为数量越多，焦虑程度越高，心理健康水平越低。
研究表明，学生对临床教师人际关系和教学风格的看法对他们的焦虑水平和生活中的心理健康有重大影响。
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