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Titre : | Anxiety provoking behaviors of nursing clinical instructors and effects on undergraduate nursing students' wellbeing: A mixed methods design (2023) |
Auteurs : | Samantha Juan ; Zoe Esseiva ; Jenna Macrae ; Randi Nielsen |
Type de document : | Article |
Dans : | Nurse Education in Practice (Vol. 66, January 2023) |
Article en page(s) : | 103517 |
Note générale : | https://doi.org/10.1016/j.nepr.2022.103517 |
Langues: | Anglais |
Descripteurs : |
HE Vinci Anxiété ; Apprentissages premiers (cycle des) ; Bien-être ; Corps enseignant et administratif de l'école d'infirmières ; Élève infirmier ; Troubles du comportement social |
Mots-clés: | Comportement anxiogène |
Résumé : | Aim This study aimed to investigate the relationships between anxiety-provoking teaching behaviors in clinical settings and nursing students? self-reported anxiety levels, perceived quality of life and demographic characteristics. Background Anxiety has been consistently reported in the literature as a major barrier to nursing education. Peplau's Interpersonal Relations Theory (1992, 1997) served as a theoretical framework in the study to explore anxiety-provoking teaching behaviors in clinical settings. Design A cross-sectional, correlational, mixed methods design was used. Methods Fifty-eight participants were recruited from the undergraduate nursing program at a Canadian university in the spring of 2021. An online survey, including demographic characteristics, the State-Trait Anxiety Inventory (STAI) and World Health Organization Quality of Life Instruments (WHOQOL-BREF), was distributed to the participants before a face-to-face interview. The interview was conducted by peer nursing students in the program to reduce the power imbalance relationship, given the sensitivity of the topic. The interview data were thematically analyzed and the subthemes were used to code the qualitative interview into quantitative data. Pearson's correlation was performed to analyze the relationships between the number of experienced anxiety-provoking teaching behaviors, the SATI and WHOQOL-BREF scores. Results The qualitative findings revealed two main themes, interpersonal relations and instructional styles and ten anxiety-provoking teaching behaviors as the subthemes. A significant positive relationship was observed between the number of anxiety-provoking teaching behaviors reported and the SATI score (r = .392, p |
Disponible en ligne : | Oui |
En ligne : | https://login.ezproxy.vinci.be/login?url=https://www.sciencedirect.com/science/article/pii/S1471595322002311 |