Pre-registration nursing students' anxiety and academic concerns after the second wave of COVID-19 pandemic in Italy: A cross-sectional study.
Academic concerns
Anxiety
Covid-19
Nursing students
Study environment
Journal
Nurse education today
ISSN: 1532-2793
Titre abrégé: Nurse Educ Today
Pays: Scotland
ID NLM: 8511379
Informations de publication
Date de publication:
Nov 2022
Nov 2022
Historique:
received:
21
04
2022
revised:
01
08
2022
accepted:
19
08
2022
pubmed:
10
9
2022
medline:
21
9
2022
entrez:
9
9
2022
Statut:
ppublish
Résumé
The pandemic and its related social restrictions have led to many uncertainties in nurse education, including the fear of infection in clinical learning settings and the challenge of remote learning. The modification of clinical and academic environments generated anxiety and academic concerns among nursing students. To explore the main determinants of anxiety related to the clinical and classroom environments in nurse education after the second wave of the COVID-19 Pandemic. Multicentre cross-sectional study. Ten universities offering nursing bachelor programs in central and southern Italy. A convenience sample of 842 nursing students. From April to July 2021, the Self-Rating Anxiety Scale and the Altered Student Study Environment Tool were administered to assess, respectively, students' anxiety and their concerns about the study environment. A regression model was tested. Most of the nursing students were female (76.6 %), living with family (70.9 %), and full-time students (85.7 %); 44.6 % were third-year of Bachelor in Nursing students. The majority of the participants (88.5 %) showed a level of anxiety. The statistically significant predictors of anxiety levels were concerns about grade attainment (β=0.42, p < 0.001) in the total sample, and, among the first-year students, the completion of clinical placement (β=0.14, p = 0.047). Results suggest a need for the redesign of teaching activities and clinical learning experiences to ensure academic outcomes and to preserve students' psychological well-being. Models of learning environments' dynamic adaptation and ongoing psychological support should be implemented to develop tailored interventions.
Sections du résumé
BACKGROUND
BACKGROUND
The pandemic and its related social restrictions have led to many uncertainties in nurse education, including the fear of infection in clinical learning settings and the challenge of remote learning. The modification of clinical and academic environments generated anxiety and academic concerns among nursing students.
OBJECTIVES
OBJECTIVE
To explore the main determinants of anxiety related to the clinical and classroom environments in nurse education after the second wave of the COVID-19 Pandemic.
DESIGN
METHODS
Multicentre cross-sectional study.
SETTINGS
METHODS
Ten universities offering nursing bachelor programs in central and southern Italy.
PARTICIPANTS
METHODS
A convenience sample of 842 nursing students.
METHODS
METHODS
From April to July 2021, the Self-Rating Anxiety Scale and the Altered Student Study Environment Tool were administered to assess, respectively, students' anxiety and their concerns about the study environment. A regression model was tested.
RESULTS
RESULTS
Most of the nursing students were female (76.6 %), living with family (70.9 %), and full-time students (85.7 %); 44.6 % were third-year of Bachelor in Nursing students. The majority of the participants (88.5 %) showed a level of anxiety. The statistically significant predictors of anxiety levels were concerns about grade attainment (β=0.42, p < 0.001) in the total sample, and, among the first-year students, the completion of clinical placement (β=0.14, p = 0.047).
CONCLUSIONS
CONCLUSIONS
Results suggest a need for the redesign of teaching activities and clinical learning experiences to ensure academic outcomes and to preserve students' psychological well-being. Models of learning environments' dynamic adaptation and ongoing psychological support should be implemented to develop tailored interventions.
Identifiants
pubmed: 36084449
pii: S0260-6917(22)00256-8
doi: 10.1016/j.nedt.2022.105520
pmc: PMC9439862
pii:
doi:
Types de publication
Journal Article
Langues
eng
Pagination
105520Informations de copyright
Copyright © 2022 The Authors. Published by Elsevier Ltd.. All rights reserved.
Déclaration de conflit d'intérêts
Declaration of competing interest The authors have no conflict of interests to declare.
Références
Nurse Educ Pract. 2020 Jul;46:102807
pubmed: 32502757
J Affect Disord. 2020 Dec 1;277:55-64
pubmed: 32799105
Pak J Med Sci. 2018 Jan-Feb;34(1):94-99
pubmed: 29643886
J Psychiatr Ment Health Nurs. 2015 Oct;22(8):590-8
pubmed: 26149070
Nurse Educ Pract. 2020 Jul;46:102809
pubmed: 32679465
Enferm Clin. 2021 Dec;31:580-582
pubmed: 34812244
J Nurs Res. 2019 Aug;27(4):e38
pubmed: 30676427
J Clin Nurs. 2021 Mar;30(5-6):882-891
pubmed: 33434378
J Anxiety Disord. 2006;20(5):543-61
pubmed: 16198532
BMC Psychiatry. 2020 Feb 28;20(1):90
pubmed: 32111187
Ann Med Surg (Lond). 2021 Feb;62:326-333
pubmed: 33520225
J Med Internet Res. 2020 Sep 3;22(9):e21279
pubmed: 32805704
Nurse Educ Today. 2018 Feb;61:197-209
pubmed: 29227889
PLoS One. 2021 Oct 14;16(10):e0257983
pubmed: 34648526
Int J Environ Res Public Health. 2020 Aug 06;17(16):
pubmed: 32781646
Electron Physician. 2017 Dec 25;9(12):6120-6128
pubmed: 29560168
Psychosomatics. 1971 Nov-Dec;12(6):371-9
pubmed: 5172928
Teach Learn Nurs. 2021 Jan;16(1):3-4
pubmed: 32874165
J Adv Nurs. 2004 Oct;48(2):175-86
pubmed: 15369498
Am Psychol. 2013 Dec;68(9):791-800
pubmed: 24341643
Prof Inferm. 2020 Jul-Sep;73(3):131-132
pubmed: 33355772
Cureus. 2020 Apr 4;12(4):e7541
pubmed: 32377489
Telemed J E Health. 2020 Apr;26(4):377-379
pubmed: 32202977
J Nurs Manag. 2021 Jul;29(5):1111-1119
pubmed: 33421209
Nurse Educ Pract. 2021 Jan;50:102958
pubmed: 33360789
J Affect Disord. 2020 Dec 1;277:347-357
pubmed: 32861835
J Clin Nurs. 2021 May;30(9-10):1360-1371
pubmed: 33534934