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Original Article

Effects of Clinical Learning Environment on Clinical Practice Stress and Anxiety in Nursing Students

Eun Young Kim, Seung Hee Yang
Journal of Korean Academy of Nursing Administration 2015;21(4):417-425.
Published online: September 30, 2015

Department of Nursing, Dong-A University, Korea.

Corresponding author: Yang, Seung Hee. Department of Nursing, Dong-A University, 32 Daesingongwon-ro, Seo-gu, Busan 49201, Korea. Tel: +82-51-203-1301, Fax: +82-51-240-2920, blue11998833@hanmail.net
• Received: July 28, 2015   • Revised: September 12, 2015   • Accepted: September 14, 2015

Copyright © 2015 Korean Academy of Nursing Administration

This is an open access article distributed under the terms of the Creative Commons Attribution Non-Commercial License (http://creativecommons.org/licenses/by-nc/3.0/), which permits unrestricted non-commercial use, distribution, and reproduction in any medium, provided the original work is properly cited.

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  • Purpose
    The purpose of this study was to identify factors in the clinical learning environment that affect clinical practice stress and anxiety in nursing students.
  • Methods
    Participants were 210 senior nursing students from two universities who had completed their clinical experience. Data were collected from self-report questionnaires and analyzed using t-test, ANOVA, and hierarchical multiple regression analysis with the SPSS/WIN 21.0 Program.
  • Results
    The mean scores for the clinical learning environment, the clinical practice stress, and anxiety were 3.16±0.68, 2.98±0.66, and 43.74±10.18 points, respectively. The regression analysis showed that the clinical learning environment contributed to 13% of the stress and 20% of the anxiety in the nursing students with the conditions controlled for general characteristics, department satisfaction and social support.
  • Conclusion
    The results of this study suggest that the clinical learning environment should be carefully assessed to reduce nursing students' stress and anxiety from clinical practice. Therefore, collaboration between nursing universities and teaching hospitals is necessary to optimize clinical learning environment.
  • Key Words: Clinical learning environment; Clinical practice stress; Anxiety; Nursing education

This work was supported by the Dong-A University research fund.

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Table 1

General Characteristics of the Participants (N=210)

jkana-21-417-i001.jpg
Table 2

Clinical Learning Environment, Clinical Practice Stress, Anxiety (N=210)

jkana-21-417-i002.jpg
Table 3

Clinical Practice Stress and Anxiety by General Characteristics (N=210)

jkana-21-417-i003.jpg
Table 4

Predictors of Clinical Practices Stress (N=210)

jkana-21-417-i004.jpg

Dummy variables: Motivation for choice of nursing (Thinking of aptitude=1, Others=0).

Table 5

Predictors of Anxiety (N=210)

jkana-21-417-i005.jpg

Dummy variables: Gender (F=1, M=0), Family income (Less than 3 million won=1, More than 3 million won=0).

Figure & Data

References

    Citations

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    J Korean Acad Nurs Adm. 2015;21(4):417-425.   Published online September 30, 2015
    DOI: https://doi.org/10.11111/jkana.2015.21.4.417
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    Effects of Clinical Learning Environment on Clinical Practice Stress and Anxiety in Nursing Students
    J Korean Acad Nurs Adm. 2015;21(4):417-425.   Published online September 30, 2015
    DOI: https://doi.org/10.11111/jkana.2015.21.4.417
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    Related articles

    Effects of Clinical Learning Environment on Clinical Practice Stress and Anxiety in Nursing Students
    Effects of Clinical Learning Environment on Clinical Practice Stress and Anxiety in Nursing Students

    General Characteristics of the Participants (N=210)

    Clinical Learning Environment, Clinical Practice Stress, Anxiety (N=210)

    Clinical Practice Stress and Anxiety by General Characteristics (N=210)

    Predictors of Clinical Practices Stress (N=210)

    Dummy variables: Motivation for choice of nursing (Thinking of aptitude=1, Others=0).

    Predictors of Anxiety (N=210)

    Dummy variables: Gender (F=1, M=0), Family income (Less than 3 million won=1, More than 3 million won=0).
    Table 1 General Characteristics of the Participants (N=210)

    Table 2 Clinical Learning Environment, Clinical Practice Stress, Anxiety (N=210)

    Table 3 Clinical Practice Stress and Anxiety by General Characteristics (N=210)

    Table 4 Predictors of Clinical Practices Stress (N=210)

    Dummy variables: Motivation for choice of nursing (Thinking of aptitude=1, Others=0).

    Table 5 Predictors of Anxiety (N=210)

    Dummy variables: Gender (F=1, M=0), Family income (Less than 3 million won=1, More than 3 million won=0).

    Table 1

    Table 2

    Table 3

    Table 4

    Table 5

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