Clinical stress among undergraduate nursing students: perceptions of clinical nursing faculty
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Catherine Stubin
Abstract
Clinical faculty have a critical role in recognizing the stress students experience in the clinical environment. Despite an increasing body of research on stress and student perceptions of stress, faculty perceptions of student stress have been relatively unexplored. A qualitative descriptive design provided a rich description of clinical nursing faculty perceptions of undergraduate baccalaureate nursing student stress in the clinical environment. Colaizzi's method guided data analysis. Four themes that emerged from the interview data were: feeling overwhelmed when encountering the unknown, which included the sub-themes of facing self-doubt and experiencing insecurity in nursing actions; struggling with personal life factors; enduring uncivil clinical interactions; and contending with nursing faculty interactions. This study assists in filling the gap for nursing education by providing a rich description of student stress as described by faculty. Implications include providing faculty a clearer understanding of the stress phenomenon so they may better educate and evaluate students.
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© 2020 Walter de Gruyter GmbH, Berlin/Boston
Artikel in diesem Heft
- Editorial
- A note of gratitude
- Research Articles
- Assessing baccalaureate nursing students’ knowledge and attitudes of social determinants of health after a health equity simulation
- Use of phenomenography in nursing education research
- A comparison of RN licensure test plans: the United States and China with implications for the Chinese nursing licensure exam
- From practical nurse to bachelor of nursing student: bridging the transition
- A caring model for nursing education
- Nurse and midwife educators’ experiences of translating teaching methodology knowledge into practice in Rwanda
- Nursing student-patient relationship – a 10-year comparison study in Finland
- An educational intervention to promote civility in nursing: a pilot study
- Self-compassion in undergraduate nursing: an integrative review
- Seeking transformation: how students in nursing view their academic writing context – a qualitative systematic review
- Assessing knowledge of genomic concepts among Canadian nursing students and faculty
- Nurse students’ attitudes toward the nursing profession after witnessing workplace violence
- The effectiveness of scenario-based learning to develop patient safety behavior in first year nursing students
- Impact of an extracurricular, student-led journal club on evidence-based practice among baccalaureate nursing students
- Nursing students’ engagement and experiences with virtual reality in an undergraduate bioscience course
- Concept-based curriculum: design and implementation strategies
- Assessing the impact of mentorship on nurses’ and midwives’ knowledge and self-efficacy in managing postpartum hemorrhage
- Teaching evidence-based nursing practice to student nurses in developing countries: strategies for novice nurse educators
- Nursing students’ perceptions of and experiences coping with stress in clinical practice
- Unpacking the hidden curriculum in nursing education: clinical placements abroad
- Facilitating and hindering experiences to the development of humanistic caring in the academic and clinical settings: an interpretive phenomenological study with nursing students and nurses
- Resilience in first and second semester baccalaureate nursing students
- Clinical stress among undergraduate nursing students: perceptions of clinical nursing faculty
- The potential for learning within hospital learning communities: the interplay between nursing practice and education to support research ability
- Embracing evidence-based nursing and informational literacy through an innovative undergraduate collaborative project
- The effect of linguistic modification on English as a second language (ESL) nursing student retention
- Perceived stress, physiological stress reactivity, and exit exam performance in a prelicensure Bachelor of Science nursing program
- A Comparative Analysis of Teaching and Evaluation Methods in Nurse Practitioner Education Programs in Australia, Canada, Finland, Norway, the Netherlands and USA
- Gett’n on the bus: evaluation of Sentinel City®3.0 virtual simulation in community/population health clinical placement
- Intentional learning: a student-centered pedagogy
- Journey to simulation program accreditation
- Effect of a rapid e-learning module and brief interprofessional simulation event on medical and nursing student collaborative attitudes and behaviors
- Using Participatory Action Research to Explore the Nursing Academic Work Environment
- Theoretical Approaches to Studying Incivility in Nursing Education
- Students’ Self-assessed Competence Levels during Nursing Education Continuum – A Cross-sectional Survey
- Re-imaging Clinical Education: The Interdependence of the Self-Regulated Clinical Teacher and Nursing Student
- Effect of an Educational Intervention Delivered to Senior Nursing Students to Strengthen Spiritual Care for People with Chronic Illness
- A Description of the Characteristics and Behaviors of Master Teachers in Nursing
Artikel in diesem Heft
- Editorial
- A note of gratitude
- Research Articles
- Assessing baccalaureate nursing students’ knowledge and attitudes of social determinants of health after a health equity simulation
- Use of phenomenography in nursing education research
- A comparison of RN licensure test plans: the United States and China with implications for the Chinese nursing licensure exam
- From practical nurse to bachelor of nursing student: bridging the transition
- A caring model for nursing education
- Nurse and midwife educators’ experiences of translating teaching methodology knowledge into practice in Rwanda
- Nursing student-patient relationship – a 10-year comparison study in Finland
- An educational intervention to promote civility in nursing: a pilot study
- Self-compassion in undergraduate nursing: an integrative review
- Seeking transformation: how students in nursing view their academic writing context – a qualitative systematic review
- Assessing knowledge of genomic concepts among Canadian nursing students and faculty
- Nurse students’ attitudes toward the nursing profession after witnessing workplace violence
- The effectiveness of scenario-based learning to develop patient safety behavior in first year nursing students
- Impact of an extracurricular, student-led journal club on evidence-based practice among baccalaureate nursing students
- Nursing students’ engagement and experiences with virtual reality in an undergraduate bioscience course
- Concept-based curriculum: design and implementation strategies
- Assessing the impact of mentorship on nurses’ and midwives’ knowledge and self-efficacy in managing postpartum hemorrhage
- Teaching evidence-based nursing practice to student nurses in developing countries: strategies for novice nurse educators
- Nursing students’ perceptions of and experiences coping with stress in clinical practice
- Unpacking the hidden curriculum in nursing education: clinical placements abroad
- Facilitating and hindering experiences to the development of humanistic caring in the academic and clinical settings: an interpretive phenomenological study with nursing students and nurses
- Resilience in first and second semester baccalaureate nursing students
- Clinical stress among undergraduate nursing students: perceptions of clinical nursing faculty
- The potential for learning within hospital learning communities: the interplay between nursing practice and education to support research ability
- Embracing evidence-based nursing and informational literacy through an innovative undergraduate collaborative project
- The effect of linguistic modification on English as a second language (ESL) nursing student retention
- Perceived stress, physiological stress reactivity, and exit exam performance in a prelicensure Bachelor of Science nursing program
- A Comparative Analysis of Teaching and Evaluation Methods in Nurse Practitioner Education Programs in Australia, Canada, Finland, Norway, the Netherlands and USA
- Gett’n on the bus: evaluation of Sentinel City®3.0 virtual simulation in community/population health clinical placement
- Intentional learning: a student-centered pedagogy
- Journey to simulation program accreditation
- Effect of a rapid e-learning module and brief interprofessional simulation event on medical and nursing student collaborative attitudes and behaviors
- Using Participatory Action Research to Explore the Nursing Academic Work Environment
- Theoretical Approaches to Studying Incivility in Nursing Education
- Students’ Self-assessed Competence Levels during Nursing Education Continuum – A Cross-sectional Survey
- Re-imaging Clinical Education: The Interdependence of the Self-Regulated Clinical Teacher and Nursing Student
- Effect of an Educational Intervention Delivered to Senior Nursing Students to Strengthen Spiritual Care for People with Chronic Illness
- A Description of the Characteristics and Behaviors of Master Teachers in Nursing
