Reflections on nursing students’ fear and anxiety arising from clinical practicums

Abstract

Background. Anxiety and fear are emotional responses that may emerge when individuals anticipate threats. Undergraduate nursing students may experience feelings of hopelessness and anguish in the clinical learning experience, directly impacting their academic performance. This study aims to reflect upon the fear and anxiety faced by nursing students during clinical training.
 Synopsis of Contents. Two thematic axes were focused: Students’ perception regarding preceptorship attitudes and positions; Relational teaching-learning processes and their influence on the students’ professional identity. Preceptors are expected to encourage the establishment and maintenance of good relationships in the collaborative network in which students are included, especially with the multi-professional health team, to have more comprehensive academic support.
 Conclusion. The role and importance of each individual in academic training, such as students and professors, is emphasized, seeking to promote positive experiences in the teaching-learning process to enable undergraduate students to more effectively develop moral sensitivity and take responsibility for patient-centered care.

Cultural adaptation and validity evidence of the Student Nurse Stressor-15 (SNS-15) Scale for Brazil

“…The Student Nurse Stressor-15 (SNS-15) Scale is composed of 15 items, distributed in two domains: Knowledge and workload (1,2,3,4,5,6,7,14,15); and Resources (8, 9,10,11,12,13). Regarding the instrument score, the answers are in a five-point Likert format, as follows: 1 -Very Stressed, 2 -Stressed, 3 -Neutral, 4 -Moderately Stressed and 5 -Not Stressed.…”

“…Limitations in controlling stressors also occur in the educational environment, since studies report that obtaining a university education is considered stressful (9)(10) . Specifically in nursing, stress can be manifested more intensely during clinical learning (11)(12)(13)(14)(15) , a fundamental stage in the development of skills and abilities and, in the future, for the performance of the profession (13,16) .…”

Adaptação cultural e evidências de validade da Student Nurse Stressor-15 (SNS-15) Scale para o Brasil

“…A Student Nurse Stressor-15 (SNS-15) Scale é composta por 15 itens, distribuídos em dois domínios: Conhecimento e carga de trabalho (1,2,3,4,5,6,7,14,15); e Recursos (8, 9,10,11,12,13). Em relação a pontuação do instrumento, as respostas estão em formato tipo Likert de cinco pontos, sendo: 1 -Muito Estressado, 2 -Estressado, 3 -Neutro, 4 -Moderadamente Estressado e 5 -Não Estressado.…”

“…As limitações no controle de estressores também ocorrem no ambiente educacional, uma vez que estudos reportam que a educação universitária é considerada estressante (9)(10) . Especificamente na enfermagem, o estresse pode ser manifestado de forma mais intensa durante a aprendizagem clínica (11)(12)(13)(14)(15) , etapa fundamental no desenvolvimento de competências e habilidades e, futuramente, para o exercício da profissão (13,16) .…”