THE RELATIONSHIP OF ANXIETY AND CARING IN A SOCIALLY CONSTRUCTED LEARNING ENVIRONMENT IN BEGINNING NURSING STUDENTS

Abstract

ABSTRACT Initial patient care assignments in the clinical learning environment are described in the literature as one of the most anxiety producing events in the life experience of beginning-nursing students. A repeated measures ANOVA methodology explored the effects of pairing beginning nursing students (n=23), (or not, n=23) in this setting over 3 different time periods on students' perceived anxiety, caring efficacy, and caring ability (N=46), followed by focus group data collection. The State Trait Anxiety Inventory, Caring Efficacy Scale, and Caring Ability Inventory were instruments used to measure these concepts before entering the clinical setting, when changing clinical sites at 5 weeks and at the conclusion of the clinical assignments at 10 weeks (3 times). Focus group interviews consisting of cohorts from the non-paired and paired students were conducted post-clinical experiences and post-quantitative data collection. There was no statistical difference in the anxiety scores between the non-paired and paired students, however, a correlation was determined between increased caring ability scores and lower anxiety scores occurring more frequently in the paired group of students. Findings from the follow-up focus group interviews show pairing for initial learning experiences reduced anxiety for collaborative and communication reasons. At a practical level, the findings are important for nursing education practice. Fewer clinical placement needs, increased teaching opportunities, and reported increases in student satisfaction with decreased reports of anxiety were positive findings of the study.