Download or read book Trait Anxiety in Baccalaureate Clinical Nursing Students written by Bella M. Barrows and published by . This book was released on 2012 with total page 88 pages. Available in PDF, EPUB and Kindle. Book excerpt: There is a lack of research that examines trait anxiety in baccalaureate clinical nursing students. The purpose of this study was to determine the trait anxiety scores and to determine the relationship between trait anxiety and key demographic factors (age and gender) for nursing students enrolled in a four-year baccalaureate program. Trait anxiety was measured using the Trait Anxiety subscale, created by Spielberger (1970). The design for the study was descriptive, correlational, and non-experimental. Results showed that the majority of the nursing students had average trait anxiety scores compared to other populations. Age was not associated with trait anxiety scores and did not indicate significant results. Gender analysis could not be performed because of inadequate numbers of males in the sample.

Download or read book A Cross sectional Analysis of State Trait Anxiety Among Pre Early and Late Baccalaureate Nursing Students written by Monika Wedgeworth and published by . This book was released on 2013 with total page 93 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to determine if nursing students' state and trait anxiety increased over time spent in a baccalaureate nursing program at a public university located in the South. This study was conducted, in part, due to the high levels of college student anxiety and specifically nursing student anxiety found in the literature. High levels of anxiety among nursing students has been shown to have detrimental mental effects, physical effects, and can negatively affect academic performance, clinical performance, and patient care outcomes. Identification of both the time students are experiencing anxiety as well as the type of anxiety they are experiencing can assist nurse educators and administrators to evaluate program requirements and develop interventions to assist nursing students cope with anxiety utilizing healthy coping mechanisms. This cross-sectional study consisted of a convenience sample of 116 nursing students. It was conducted during the spring 2013 semester and examined two research questions. Is there a difference between pre-nursing, early nursing, and late nursing student state anxiety among baccalaureate nursing students and is there a difference between pre-nursing, early nursing, and late nursing student trait anxiety among baccalaureate nursing students. The study was conducting utilizing the State Trait Anxiety Inventory (STAI). It also ranked the main sources of anxiety as academic, clinical, or personal. This study found that there was a difference in both state and trait anxiety among the pre-nursing, early nursing, and late nursing students. The students with the highest state and trait anxiety were early nursing students. The students in the late nursing group had significantly lower state and trait anxiety than both the pre-nursing and early nursing students. The main source of anxiety identified by all levels of baccalaureate students in the sample was academic in nature and was the highest among pre-nursing and early nursing students. The pre-nursing and early nursing students in this sample scored well above the normed population of college students for the STAI.

Download or read book Role Conflict Role Ambiguity and Anxiety Among Registered Nurses and Generic Students in Baccalaureate Nursing Programs written by Pamela Ann Baj and published by . This book was released on 1983 with total page 260 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book The Relation Between Self actualization and the Baccalaureate Nursing Student s Response to Stress written by Evelyn Golden Sobol and published by . This book was released on 1977 with total page 306 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book The Relationship Between Ego Identity Status and Stressors State trait Anxiety and Depression Among Baccalaureate Nursing Students written by Noreen Johansson and published by . This book was released on 1983 with total page 520 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Clinical related Anxiety in Generic Baccalaureate Nursing Students written by Theresa Paulette Pribyl and published by . This book was released on 1988 with total page 180 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Exploring The Impact Of Simulation Anxiety On Clinical Judgment For Nursing Students written by Janet Marie Reed and published by . This book was released on 2022 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Research literature provides evidence that new graduate nurses are often deficient in clinical judgment (CJ). One way to increase CJ is by using simulations. However, the literature is replete with descriptions of the high anxiety that simulation triggers. It is not currently known how anxiety in simulation affects clinical judgment for undergraduate nursing students. Therefore, the purpose of this study was to explore the effect of different types of anxiety on the clinical judgment of undergraduate nursing students in simulation. This research project used a one-group repeated measures quantitative design to answer the research questions using the conceptual framework of Tanner's (2006) model of clinical judgment. A convenience sample of 45 sophomore-level undergraduate nursing students participated in a study to explore how state and trait anxiety impacted their clinical judgment within an introductory simulation. The results indicated that anxiety did not have a significant impact on clinical judgment. When controlling for baseline state and trait anxiety, pre-simulation anxiety level did not significantly predict scores on the Lasater Clinical Judgment Rubric (LCJR) within the simulation. State anxiety did change significantly between the three time measurements, going up to significantly high levels at pre-simulation. These anxiety levels remained high at post-simulation. The findings imply a changed focus to reframe how anxiety is thought about and its effects. Some anxiety is good and facilitative, and therefore, faculty should not be so worried about reducing anxiety for all students. Rather, nursing educators should help students function despite anxiety, in order to prepare them for real world nursing practice.

Download or read book Death Anxiety and Clinical Experience in Generic Baccalaureate Nursing Students written by Carol Dowling Hanson and published by . This book was released on 1993 with total page 98 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Clinical Practice Anxiety Among Third Year Baccalaureate Nursing Students in CBL and Those in Traditional Curricula written by Katherine Melo and published by . This book was released on 2008 with total page 282 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Exploring the Relationships Among Nursing Students Anxiety in the Clinical Setting and Select Demographics written by Pamela Villeneuve and published by . This book was released on 2016 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: The clinical learning experience is an essential part of nursing education that is often anxiety provoking. Understanding the factors associated with the anxiety levels of nursing students in clinical placements has become more complex over the years with the increasing heterogeneity of the nursing population. Associations between student demographics and their anxiety levels in the clinical setting have not yet been explored in the research literature. The questions guiding this descriptive correlational study are as follows: What is the anxiety level of students as determined by the State-Trait Anxiety Inventory (STAI)? Is there a relationship between students' age, gender, previous employment, and previous education and their selfperceived anxiety levels? The framework for this study is situated cognition theory. The data provided through the study revealed that nursing students have a higher than average level of anxiety. The data revealed no statistical significant correlations involving age, previous education, previous employment, and self-perceived anxiety levels. There was a statistically significant difference between the anxiety scores of the female group and those of the male group, with males reporting higher levels of anxiety. The data provide an opportunity for discussion and identify the need for future research and practice.

Download or read book A Study of Personality Traits and Anxiety States of Nursing Students in Two Diploma Programs and a Baccalaureate Program written by Betty Irwin and published by . This book was released on 1964 with total page 126 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Nursing Faculty Perceptions of Anxiety in Nursing Students written by Cristina Andraca Tansey and published by . This book was released on 2021 with total page 109 pages. Available in PDF, EPUB and Kindle. Book excerpt: The nursing profession relies on the delivery of safe, competent care to produce positive patient outcomes. In preparation to enter the nursing workforce, students must develop the knowledge, skills, and clinical judgment to practice in a complex healthcare environment. Research has demonstrated, however, that nursing students experience an increased level of anxiety which can interfere with learning and performance. This qualitative phenomenological study explored nursing faculty perceptions of anxiety among prelicensure baccalaureate nursing students. The research question guiding this study was: What are nursing faculty perceptions of anxiety among nursing students? The Comfort-Stretch-Panic model was used as a framework to illustrate the degree to which anxiety can impact students' learning. Thirteen nursing faculty from nursing programs across Pennsylvania were interviewed. Data were analyzed using Colaizzi's method and led to four themes: (1) recognizing expressions of anxiety, (2) understanding influencing factors, (3) finding a balance, and (4) acknowledging the faculty role. The theme of understanding influencing factors revealed two subthemes: (a) expectations and (b) realizing the impact of the COVID-19 pandemic. Data analysis highlighted faculty awareness of students' experiences of anxiety and factors that impact these feelings. The Comfort-Stretch-Panic model was described and its application to nursing education was identified as a framework to understand student anxiety. Recommendations for nursing education and practice included ongoing faculty development and the use of simulation to help faculty identify how best to support students. Futrher research is needed to achieve student learning outcomes.

Download or read book The Effect of Group Process Upon the Anxiety Level of Baccalaureate Nursing Students written by Patricia Ruth Messmer and published by . This book was released on 1979 with total page 208 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Effects of a Peer Evaluation Technique on Nursing Students Anxiety Levels written by Patricia Stewart and published by . This book was released on 2016 with total page 78 pages. Available in PDF, EPUB and Kindle. Book excerpt: Author's abstract : The rigorous educational experience of nursing school can cause stress and anxiety for nursing students. Identifying techniques to help decrease stress and anxiety during a nursing program can be beneficial to the students’ overall health and mental well-being as well as to their academic success. A quasi-experimental design was utilized to examine if a peer evaluation technique (PET) during clinical skill practice sessions decreases anxiety prior to the students’ skill performance evaluation with nursing faculty. The State Trait Anxiety Inventory questionnaire was utilized to measure anxiety levels. The difference in post state anxiety scores between the control group (M = 44.6, SD = 13.4) and the experimental group (M = 39.4, SD = 9.2) did not indicate statistical significance; t(42.6) = -1.6, p = .12. A relationship was not found between state anxiety levels prior to skill performance evaluation with nursing faculty and participant characteristics such as age, gender, overall grade point average, ethnicity, or previous certification or licensure. Several limitations included a small convenience sample, lack of ethnic diversity among participants, limited timeframe, and possible sharing of experiences between participants. Future research opportunities to examine the effectiveness of PET include increasing sample size, increasing timeframe and number of clinical skills, and utilizing multiple sites or cohorts. This study adds to the body of literature on strategies to reduce nursing students’ anxiety during clinical skill performance.

Download or read book A Comparison of the Anxiety Levels of College Students written by Marjorie Ott Rosburg and published by . This book was released on 1988 with total page 164 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book The Relationship of Selected Characteristics to Anxiety Levels of Students in the First Clinical Course in Baccalaureate Nursing Programs written by Nancy Behling Dillon and published by . This book was released on 1988 with total page 332 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Learner Anxiety and Professional Practice Self efficacy in Nursing Education written by Joanna Avolio-Pierazzo and published by . This book was released on 2014 with total page 264 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to examine the affective component of learner engagement (Linnenbrink & Printrich, 2003); more specifically students' perceptions of learner anxiety and self-efficacy for professional practice in clinical nursing education. This study identified the factors in clinical learning contexts that contribute to learner anxiety, the differences among these factors in real and simulated learning contexts, and finally, the teaching and learning strategies that minimize learner anxiety and positively enhance self-efficacy for professional nursing practice. A convenience sample of 186 students from three university nursing programs in Ontarioparticipated in a two-phased mixed methods study, reflecting a response rate of 72%. In phase one, participants were asked to respond to four self-report instruments: the State-Trait Anxiety Inventory (STAI) (Spielberger, 1983), the Factors Contributing to Anxiety in Clinical Learning (Pierazzo, 2013), the Teaching and Learning Strategies that Enhance Professional Practice Self-Efficacy in Clinical Learning (Pierazzo, 2013) and a demographic questionnaire requesting gender and age. In phase two, a total of 31 participants participated in one of three focus groups. The results of the study confirm that nursing students do experience feelings of anxiety during clinical learning in both real and simulated contexts, although their state and trait anxiety is similar to the average college student. The participants identified specific factors that contribute to feelings of learner anxiety in both real and simulated learning contexts. Findings reveal that in both contexts, nursing students perceive preparation for patient care as the first subscale of factors most likely to contribute to perceptions of anxiety. Following this, patient acuity in real contexts and learning processes in simulated contexts was the second subscale of factors. In terms of single factor ranking, three of the top five factors for both contexts were the same: feeling unsure about my ability; making a mistake in patient care; and being watched by others as I provide care. Making a mistake while caring for patients was the factor contributing most to anxiety in real clinical contexts, whereas being watched by others contributed most to anxiety in simulated contexts. In terms of themes describing teaching and learning strategies to enhance professional practice self-efficacy in situations of anxiety, there were both similar and unique differences between the two learning contexts. The teaching strategy identified by students as contributing to their self-efficacy in both contexts was the teachers' interaction with the student, specifically positive encouragement, constructive feedback and challenges critical thinking. Distinct differences in teaching strategies for both contexts were related to specific elements of the learning process within each context. Learner strategies on the other-hand revealed similar themes in both learning contexts, although being self-directed and looking for new learning opportunities seemed to be more prevalent in real clinical contexts. The findings in this study have implications for nursing educators by contributing to a better understanding of affective learner engagement in clinical education and ensuring safe patient care during the learning process.