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Nursing students’ perceptions regarding effective interventions used by nurse educators in assisting students to cope with anxiety during the clinical learning experience Burnstein, Cheryl Judith
Abstract
Anxiety during the clinical learning experience is an ongoing challenge for nursing students during their education process. It has been demonstrated that nurse educators are poorly prepared to assist anxious students because of the paucity of research related to effective interventions that reduce student anxiety. The purpose of this study is to explore and describe nursing students' perceptions regarding effective interventions that nurse educators use in helping students cope with anxiety during the clinical learning experience. Lazarus and Folkman's (1984) transactional model of stress and coping was used to guide this study. An ethnographic design, using primarily interviewing for the purpose of data collection, was the research method used to conduct this study. The sample included six full-time nursing students from a diploma nursing program, and were recruited on a volunteer basis. Analysis of the data revealed that a significant amount of student anxiety related to personal feelings of inadequacy and lack of self-confidence, primarily due to their lack of knowledge and experience. Findings revealed that students perceived that they must perform perfectly, and they fear the instructor's presence because of the evaluative component associated with the instructor's role. Effective strategies used by nurse educators in helping students to cope with anxiety were directed primarily at developing a trusting relationship between teacher and student. When students perceived that they could trust instructors, they viewed instructors as more approachable and subsequently felt more comfortable to seek them out for help without fear of evaluation. The implications of the findings for nursing education and nursing research are discussed.
Item Metadata
Title |
Nursing students’ perceptions regarding effective interventions used by nurse educators in assisting students to cope with anxiety during the clinical learning experience
|
Creator | |
Publisher |
University of British Columbia
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Date Issued |
1995
|
Description |
Anxiety during the clinical learning experience is an
ongoing challenge for nursing students during their education
process. It has been demonstrated that nurse educators are
poorly prepared to assist anxious students because of the
paucity of research related to effective interventions that reduce
student anxiety. The purpose of this study is to explore and
describe nursing students' perceptions regarding effective
interventions that nurse educators use in helping students cope
with anxiety during the clinical learning experience.
Lazarus and Folkman's (1984) transactional model of
stress and coping was used to guide this study. An
ethnographic design, using primarily interviewing for the
purpose of data collection, was the research method used to
conduct this study. The sample included six full-time nursing
students from a diploma nursing program, and were recruited
on a volunteer basis. Analysis of the data revealed that a
significant amount of student anxiety related to personal
feelings of inadequacy and lack of self-confidence, primarily due
to their lack of knowledge and experience. Findings revealed
that students perceived that they must perform perfectly, and
they fear the instructor's presence because of the evaluative
component associated with the instructor's role. Effective
strategies used by nurse educators in helping students to cope
with anxiety were directed primarily at developing a trusting
relationship between teacher and student. When students
perceived that they could trust instructors, they viewed
instructors as more approachable and subsequently felt more
comfortable to seek them out for help without fear of
evaluation. The implications of the findings for nursing
education and nursing research are discussed.
|
Extent |
3930534 bytes
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Genre | |
Type | |
File Format |
application/pdf
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Language |
eng
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Date Available |
2009-01-14
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Provider |
Vancouver : University of British Columbia Library
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Rights |
For non-commercial purposes only, such as research, private study and education. Additional conditions apply, see Terms of Use https://open.library.ubc.ca/terms_of_use.
|
DOI |
10.14288/1.0086912
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URI | |
Degree | |
Program | |
Affiliation | |
Degree Grantor |
University of British Columbia
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Graduation Date |
1995-05
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Campus | |
Scholarly Level |
Graduate
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Aggregated Source Repository |
DSpace
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Item Media
Item Citations and Data
Rights
For non-commercial purposes only, such as research, private study and education. Additional conditions apply, see Terms of Use https://open.library.ubc.ca/terms_of_use.