University of São Paulo, Ribeirão Preto College of Nursing, Ribeirão Preto, São Paulo, Brazil.Email:
Federal University of Rio de Janeiro, Macaé, Rio de Janeiro, Brazil.Email:
Invest Educ Enferm. 2022 Oct;40(3). doi: 10.17533/udea.iee.v40n3e13.
Anxiety and fear are emotional responses that may emerge when individuals anticipate threats. Undergraduate nursing students may experience feelings of hopelessness and anguish in the clinical learning experience, directly impacting their academic performance. This study aims to reflect upon the fear and anxiety faced by nursing students during clinical training.
Two thematic axes were focused: Students' perception regarding preceptorship attitudes and positions; Relational teaching-learning processes and their influence on the students' professional identity. Preceptors are expected to encourage the establishment and maintenance of good relationships in the collaborative network in which students are included, especially with the multi-professional health team, to have more comprehensive academic support.
The role and importance of each individual in academic training, such as students and professors, is emphasized, seeking to promote positive experiences in the teaching-learning process to enable undergraduate students to more effectively develop moral sensitivity and take responsibility for patient-centered care.
焦虑和恐惧是个体在预期威胁时可能出现的情绪反应。本科护生在临床学习体验中可能会感到绝望和痛苦，这直接影响他们的学业成绩。本研究旨在反思护生在临床培训中所面临的恐惧和焦虑。
两个主题轴被聚焦：学生对导师态度和立场的看法；关系教学-学习过程及其对学生专业身份的影响。导师应鼓励在学生所在的协作网络中建立和维护良好的关系，特别是与多专业的医疗团队，以获得更全面的学术支持。
强调了学术培训中每个个体（如学生和教授）的角色和重要性，旨在促进教学-学习过程中的积极体验，使本科护生更有效地发展道德敏感性并为以患者为中心的护理负责。
