Navigating nursing student anxiety: a conceptual model
Faculty Advisor
Date
2024
Keywords
anxiety, stress, teaching, learning environment, protective factors
Abstract (summary)
Nursing students experience high rates of anxiety (Gurková & Zeleníková, 2018; Mills et al., 2020; Wedgeworth, 2016) but little is known about the relationship between anxiety and the learning environment. This study intended to explore and better understand what components of the learning environment are impacted by or impact anxiety. This research utilized a grounded theory approach utilizing constant comparative analysis of findings to develop a theoretical model that identifies and describes the components of the learning environment that impact anxiety. Focus groups revealed that educator practices, participants' sense of self, and social determinants of health impacted student experiences of anxiety. Participants also identified several protective factors including self-management and self-care strategies, professional mental health resources, and relationships. The model provides a conceptual framework that can be used as a resource to guide practices of nurse educators and administrators as they reflect on the relationships between intrinsic and external factors, including the learning environment.
Publication Information
McKendrick-Calder, L. A., Shumka, C., Heuver, T., Pollard, C., Morey, K., Chase, T., & Solanki, S. (2024). Navigating Nursing Student Anxiety: A Conceptual Model. The Canadian Journal for the Scholarship of Teaching and Learning, 15(1). https://doi.org/10.5206/cjsotlrcacea.2024.1.14705
Notes
Item Type
Article
Language
Rights
All Rights Reserved