Abstract
Concept Analysis: Undergraduate Nursing Student Clinical Performance Anxiety
Maria Gros, MSN, RN, CEN
Department of Nursing, Nicholls State University
Correspondence to: Maria Gros, MSN, RN, CEN. Department of Nursing, Nicholls State University, 906 East 1st Street, Thibodaux, Louisiana, 70301. Phone: 985-448-4730. Email: maria.gros@nicholls.edu
Article type: Original article written in a doctoral course in the Doctorate in Nursing Education at University of West Georgia
Word count: 3023 words
Abstract
Purpose: This paper defines and clarifies clinical performance anxiety (CPA) as it pertains to undergraduate nursing students in the clinical setting. This research also identifies how CPA can be detrimental to student performance in high-stakes evaluations.
Problem: CPA can result in poor performance of nursing skills, learning, knowledge retention, and patient care and safety in the clinical setting as well as the overall health of the nursing student.
Significance: By defining CPA, faculty can be educated on the effects of CPA on student performance, effects of CPA on learning, and how to recognize the symptoms in the clinical setting. Faculty can use these moments to reinforce teaching instead of increasing student anxiety through continued questioning or giving poor evaluations when the student is exhibiting CPA.
Implications: Understanding CPA can help to turn high anxiety clinical situations into teaching and learning opportunities. This can help to improve knowledge retention, decrease student anxiety in clinical settings, and improve faculty behaviors in high-stakes evaluations.
Conclusion: Defining and clarifying the concept of CPA can educate faculty to recognize it and turn high-anxiety and high-stakes clinical situations into teaching and learning moments, alleviate student anxiety, and improve clinical performance, knowledge retention, confidence, and patient care.
Recommended Citation
Gros, M. (2024). Concept Analysis: Undergraduate Nursing Student Clinical Performance Anxiety. Journal of Interprofessional Practice and Collaboration, 4(2). Retrieved from https://repository.ulm.edu/ojihp/vol4/iss2/1
Revised article for publication
