Abstract
Stress in the clinical learning environment is a psychological and physiological element that affects nursing students' learning outcomes and health. In clinical settings, nursing students encounter stressors that are critical to their academic success as well as their future professional performance. Nursing educators struggle to assist students in developing strategies to manage clinical stress. A review of relevant literature did not identify coping strategies clinical educators and nursing staff can promote to help learners deal with stressors. Therefore, to provide robust ideas to help nursing students manage stress in the clinical learning environment, this study was designed to answer one central research question: "What strategies have faculty applied in their clinical classes and found useful in helping nursing students manage stress?" This basic qualitative study was conducted to investigate the stress management strategies, related experiences, and the meanings of those participants experiences.
Sigma Membership
Kappa Delta
Type
Dissertation
Format Type
Text-based Document
Study Design/Type
N/A
Research Approach
Qualitative Research
Keywords:
Clinical Stress, Nursing Students, Clinical Learning Environment, Academic Success
Advisor
Julia Bronner
Second Advisor
Joyce Miketic
Third Advisor
Paxson Barker
Degree
PhD
Degree Grantor
Capella University
Degree Year
2021
Recommended Citation
Yarpah, Elijah Z., "Clinical faculty strategies to decrease nursing students' anxiety during clinical practice: A qualitative study" (2023). Dissertations. 12.
https://www.sigmarepository.org/dissertations/12
Rights Holder
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All permission requests should be directed accordingly and not to the Sigma Repository.
All submitting authors or publishers have affirmed that when using material in their work where they do not own copyright, they have obtained permission of the copyright holder prior to submission and the rights holder has been acknowledged as necessary.
Review Type
None: Degree-based Submission
Acquisition
Proxy-submission
Date of Issue
2023-01-13
Full Text of Presentation
wf_yes
Description
This dissertation has also been disseminated through the ProQuest Dissertations and Theses database. Dissertation/thesis number: 28774704; ProQuest document ID: 2606943115. The author still retains copyright.