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Clinical Nursing Faculty Perceptions of Undergraduate Baccalaureate Nursing Student Stress in the Clinical Environment
Başlık:
Clinical Nursing Faculty Perceptions of Undergraduate Baccalaureate Nursing Student Stress in the Clinical Environment
Yazar:
Stubin, Catherine A., author.
ISBN:
9780355988260
Yazar Ek Girişi:
Fiziksel Tanımlama:
1 electronic resource (209 pages)
Genel Not:
Source: Dissertation Abstracts International, Volume: 79-10(E), Section: B.
Advisors: Barbara J. Patterson Committee members: Mary Baumberger-Henry; M. Elaine Tagliareni.
Özet:
High stress levels are experienced by student nurses throughout their professional education, with the chaotic ever-changing clinical environment being a predominant source of stress. Clinical nursing faculty have a critical role to recognize the stress their students experience in the clinical environment and understand its significance.
A qualitative descriptive design was used to provide a rich description of clinical nursing faculty perceptions of undergraduate baccalaureate nursing student clinical stress. A purposive sample of 14 clinical nursing faculty with at least 4 semesters of clinical nursing faculty experience from accredited, generic baccalaureate nursing programs in the Northeast region of the United States participated in open-ended interviews using a semi-structured format. Sample size adequacy was justified when saturation of data was achieved. Interviews were digitally recorded and transcribed, and qualitative content and thematic analysis were used to sort the descriptive data to generate themes.
The first purpose of this study was to describe and understand clinical nursing faculty perceptions of undergraduate baccalaureate nursing student stress in the clinical environment. The four themes that surfaced 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; enduring uncivil clinical interactions, struggling with personal life factors, and contending with nursing faculty interactions. The second purpose of this study was to understand how clinical nursing faculty manage undergraduate baccalaureate nursing student stress in this environment. The theme, promoting an optimal clinical learning environment, and sub-theme of being attentive to student stress in the clinical setting captured the participants' responses.
Transitions Theory is presented as a theoretical framework supporting the findings of this study, as the undergraduate baccalaureate nursing student transitions into the clinical environment. The application of the five themes and related sub-themes described in this study to Transitions Theory assists in further understanding clinical nursing faculty perceptions of undergraduate baccalaureate nursing student clinical stress.
Implications of this study from the perspective of nursing science and research offer a view of nursing student clinical stress from the clinical nursing faculty educating undergraduate baccalaureate nursing students in the clinical environment to advance the science of nursing education. Implications for nursing education include providing faculty a clearer understanding of the stress phenomenon, so they may better educate a student and evaluate a student's progress in the clinical environment to decrease nursing student clinical stress. In nursing practice, study findings may aid in the identification of strategies to decrease undergraduate baccalaureate nursing student clinical stress, thus being transferable to new graduate nurses, nursing preceptors working with new graduate nurses, and the onboarding of new nurses. Future research may include intervention studies with clinical faculty to decrease nursing student clinical stress and improve nursing student clinical outcomes.
Notlar:
School code: 1063
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Yer Numarası | Demirbaş Numarası | Shelf Location | Lokasyon / Statüsü / İade Tarihi |
---|---|---|---|
XX(681685.1) | 681685-1001 | Proquest E-Tez Koleksiyonu | Arıyor... |
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