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Reducing Nursing Student Anxiety in the Clinical Setting: An Integrative Review

dc.contributor.authorCornine, Amanda
dc.date2022-08-11T08:09:04.000
dc.date.accessioned2022-08-23T16:17:06Z
dc.date.available2022-08-23T16:17:06Z
dc.date.issued2020-07-01
dc.date.submitted2021-03-11
dc.identifier.citation<p>Cornine A. Reducing Nursing Student Anxiety in the Clinical Setting: An Integrative Review. Nurs Educ Perspect. 2020 Jul/Aug;41(4):229-234. doi: 10.1097/01.NEP.0000000000000633. PMID: 32102067. <a href="https://doi.org/10.1097/01.NEP.0000000000000633">Link to article on publisher's site</a></p>
dc.identifier.issn1536-5026 (Linking)
dc.identifier.doi10.1097/01.NEP.0000000000000633
dc.identifier.pmid32102067
dc.identifier.urihttp://hdl.handle.net/20.500.14038/34481
dc.description.abstractAIM: The aim of this review was to examine nonsimulation strategies to reduce undergraduate nursing student anxiety in the clinical setting. BACKGROUND: The anxiety nursing students often experience during clinical rotations can affect their academic performance and interpersonal interactions. METHOD: An integrative review was undertaken following guidelines by Whittemore and Knafl. The search was limited to articles published from 1999 to 2018 to increase the likelihood that they included the generations of students currently most prevalent in nursing programs, millennials and generation Z. RESULTS: Most researchers (17 studies) supported their interventions as somewhat effective in reducing nursing student anxiety in the clinical setting. A number of limitations of the research were identified. CONCLUSION: Various faculty-led and student-led interventions may reduce student anxiety in the clinical setting. Further rigorous research on this topic is needed to provide a strong evidence base for such interventions.
dc.language.isoen_US
dc.relation<p><a href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=pubmed&cmd=Retrieve&list_uids=32102067&dopt=Abstract">Link to Article in PubMed</a></p>
dc.relation.urlhttps://doi.org/10.1097/01.nep.0000000000000633
dc.subjectAnxiety
dc.subjectClinical Education
dc.subjectGeneration Y
dc.subjectMillennial Students
dc.subjectNursing Students
dc.subjectIntegrative Medicine
dc.subjectMedical Education
dc.subjectMental and Social Health
dc.subjectNursing
dc.subjectPsychiatry and Psychology
dc.titleReducing Nursing Student Anxiety in the Clinical Setting: An Integrative Review
dc.typeJournal Article
dc.source.journaltitleNursing education perspectives
dc.source.volume41
dc.source.issue4
dc.identifier.legacycoverpagehttps://escholarship.umassmed.edu/gsn_pp/154
dc.identifier.contextkey22024458
html.description.abstract<p>AIM: The aim of this review was to examine nonsimulation strategies to reduce undergraduate nursing student anxiety in the clinical setting.</p> <p>BACKGROUND: The anxiety nursing students often experience during clinical rotations can affect their academic performance and interpersonal interactions.</p> <p>METHOD: An integrative review was undertaken following guidelines by Whittemore and Knafl. The search was limited to articles published from 1999 to 2018 to increase the likelihood that they included the generations of students currently most prevalent in nursing programs, millennials and generation Z.</p> <p>RESULTS: Most researchers (17 studies) supported their interventions as somewhat effective in reducing nursing student anxiety in the clinical setting. A number of limitations of the research were identified.</p> <p>CONCLUSION: Various faculty-led and student-led interventions may reduce student anxiety in the clinical setting. Further rigorous research on this topic is needed to provide a strong evidence base for such interventions.</p>
dc.identifier.submissionpathgsn_pp/154
dc.contributor.departmentGraduate School of Nursing
dc.source.pages229-234


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