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Kim and Yang: Effects of Clinical Learning Environment on Clinical Practice Stress and Anxiety in Nursing Students
Original Article

Journal of Korean Academy of Nursing Administration 2015; 21(4): 417-425.

Published online: 30 September 2015

DOI: https://doi.org/10.11111/jkana.2015.21.4.417

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

Eun Young Kim, Seung Hee Yang

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 28 July 2015       Revised 12 September 2015       Accepted 14 September 2015

Copyright © 2015 Korean Academy of Nursing Administration

(open-access):

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.

Abstract

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.

Keywords: Clinical learning environment, Clinical practice stress, Anxiety, Nursing education

Figures and Tables

Table 1

General Characteristics of the Participants (N=210)

jkana-21-417-i001
Table 2

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

jkana-21-417-i002
Table 3

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

jkana-21-417-i003
Table 4

Predictors of Clinical Practices Stress (N=210)

jkana-21-417-i004

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

Table 5

Predictors of Anxiety (N=210)

jkana-21-417-i005

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

Notes

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

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