Anisi Elham, Sharifian Pegah, Sharifian Parisa
Nursing and Midwifery Care Research Center, Department of Medical Surgical Nursing, School of Nursing and Midwifery, Iran University of Medical Sciences, Tehran, Iran.
Nursing and Midwifery Care Research Center, Department of Pediatric and Neonatal Nursing, School of Nursing and Midwifery, Iran University of Medical Sciences, Tehran, Iran.
BMC Nurs. 2025 May 13;24(1):522. doi: 10.1186/s12912-025-03162-1.
The first clinical experience in a hospital setting can be highly stressful for nursing students, often leading to significant anxiety. Addressing this issue requires effective interventions to help students transition smoothly into their clinical practice. This study aimed to evaluate the impact of an educational tour on preclinical anxiety among first-year nursing students.
This quasi-experimental study was conducted in 2024 in Tehran. A total of 72 s-semester nursing students were selected through convenience sampling and assigned to either the control group (n = 37) or the intervention group (n = 35). Before the start of clinical training, the intervention group participated in an educational tour of the hospital, conducted by the researcher, while the control group received no intervention. Data were collected using the Spielberger State-Trait Anxiety Inventory (STAI) one week before the clinical training and after its completion.
After completing the clinical training, the mean trait anxiety score was 34.28 ± 7.89 in the control group and 31.30 ± 6.70 in the intervention group. However, an independent t-test revealed that the difference in post-intervention trait anxiety scores between the two groups was not statistically significant (p = 0.089). In contrast, the mean state anxiety score after the intervention was 36.14 ± 7.38 in the control group and 31.21 ± 6.86 in the intervention group, demonstrating a significant reduction in anxiety levels among students who participated in the educational tour (p = 0.005).
The findings suggest that an educational tour can effectively reduce preclinical anxiety among first-year nursing students, making it a valuable strategy for improving their transition into hospital-based clinical training.
医院环境中的首次临床实习经历对护理专业学生来说可能压力极大，常常导致严重焦虑。解决这一问题需要有效的干预措施，以帮助学生顺利过渡到临床实习。本研究旨在评估一次教育参观对一年级护理专业学生临床前焦虑的影响。
这项准实验研究于2024年在德黑兰进行。通过便利抽样选取了72名护理学专业s学期的学生，并将其分为对照组（n = 37）和干预组（n = 35）。在临床培训开始前，干预组参加了由研究人员组织的医院教育参观，而对照组未接受任何干预。在临床培训开始前一周和结束后，使用斯皮尔伯格状态-特质焦虑量表（STAI）收集数据。
完成临床培训后，对照组的特质焦虑平均得分是34.28 ± 7.89，干预组为31.30 ± 6.70。然而，独立t检验显示，两组干预后特质焦虑得分的差异无统计学意义（p = 0.089）。相比之下，干预后对照组的状态焦虑平均得分是36.14 ± 7.38，干预组为31.21 ± 6.86，这表明参加教育参观的学生焦虑水平显著降低（p = 0.005）。
研究结果表明，教育参观可以有效降低一年级护理专业学生的临床前焦虑，使其成为改善他们向医院临床培训过渡的一项有价值的策略。
