• The Journal of Korean Academic Society of Nursing Education
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• v.11 no.2
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• pp.151-160
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• 2005

Purpose: The purpose of this study was to identify the levels of stress, anxiety and fatigue of nursing students in clinical practice, and the relationship among these variables. Method: Data was collected by structured questionnaires from 223 nursing students who have practiced at the hospital in Gwangju. Data was analyzed by using descriptive statistics, ANOVA, t-test and Pearson's correlation coefficient. Result: The mean score for stress was 3.87. The mean score for anxiety was 44.88. The mean score for fatigue was 30.79. There was a significant difference of stress according to student grade, practice unit, practice time, satisfaction of clinical practice. There was a significant difference of anxiety according to religion, health status, satisfaction of clinical practice, satisfaction on nursing. There was a significant difference of fatigue according to religion, health status, practice time, satisfaction of clinical practice, selective motivation on nursing, satisfaction on nursing. Conclusion: This study revealed that there was a significant correlation among stress, anxiety and fatigue of nursing students in clinical practice.

• Journal of Korean Academy of Fundamentals of Nursing
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• v.23 no.4
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• pp.419-429
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• 2016

Purpose: The purpose of this study was to examine the effects of a intensive clinical training program for nursing practice on the clinical competence, state anxiety, clinical practice stress in nursing students who were beginning their first clinical practice. Methods: This practice has been processed as a 'Pre-Post design with a non-equivalent control group'. The participants were 177 students in a college of nursing. The students were divided into two groups: 89 students in the experimental group and 88 students in the control group. Results: The experimental group showed significant improvement in their clinical competence scores compared to the control group. The difference between the two groups was also significant. State anxiety in the experimental group significantly decreased compared to the control group. However, scores for stress during practice were not significantly different. Conclusion: The findings in this research reveal that the program, 'Close clinical practice training for nursing students' practice entry, contributes to improving students' overall ability and performance, and reduces anxiety of nursing students as they start their first clinical practice. These findings can be utilized in helping nursing students improve the quality of their performance.

• Journal of Music and Human Behavior
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• v.8 no.2
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• pp.1-20
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• 2011

The purpose of this study was to examine the clinical practice-related anxiety and coping strategies in music therapists. 81 music therapists who are members of the National Korean Music Therapist Association, completed the self-report questionnaires. Results in this study showed that the highest rating scores were found with relationship anxiety, followed by musical performance anxiety and performance anxiety. As causing factors for each anxiety type, uncooperative behaviors and attitudes of clients were reported to highly affect interpersonal anxiety; improvising music during music therapy sessions for musical performance anxiety, and observations of music therapy sessions by staff and related professionals for performance anxiety. Regarding coping strategies used by the respondents, cognitively questioning anxiety issues was most frequently used to deal with performance anxiety; actively involving in behavior modification of clients for relationship anxiety, and practicing music skills for musical performance anxiety. The results provided descriptive information of anxiety and coping strategies that music therapists experienced. Also, this study indicates how music therapists would deal with anxiety-inducing situations and develop their coping strategies for better clinical practice.

• Journal of Korean Academy of Nursing Administration
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• v.21 no.4
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• pp.417-425
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• 2015

Purpose: The purpose of this study was to identify factors in the clinical learning environment that affect clinical practice stress and anxiety in nursing students. Methods: Participants were 210 senior nursing students from two universities who had completed their clinical experience. Data were collected from self-report questionnaires and analyzed using t-test, ANOVA, and hierarchical multiple regression analysis with the SPSS/WIN 21.0 Program. Results: The mean scores for the clinical learning environment, the clinical practice stress, and anxiety were $3.16{\pm}0.68$, $2.98{\pm}0.66$, and $43.74{\pm}10.18$ points, respectively. The regression analysis showed that the clinical learning environment contributed to 13% of the stress and 20% of the anxiety in the nursing students with the conditions controlled for general characteristics, department satisfaction and social support. Conclusion: The results of this study suggest that the clinical learning environment should be carefully assessed to reduce nursing students' stress and anxiety from clinical practice. Therefore, collaboration between nursing universities and teaching hospitals is necessary to optimize clinical learning environment.

• The Journal of the Korea Contents Association
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• v.16 no.8
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• pp.169-179
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• 2016

This study used three types of survey, an anxiety for practice, a career decision making self-efficacy, and a career decision level for students majoring in language rehabilitation in college in order to provide an effective guide for practice and career decision. By using 18.0 SPSS statistic package, the data has examined with Mann-Whitney test, Kruskal-Wallis test and Bonferroni test based on student's grade, academic record and practice duration. The result of study is as follows. First, based on grade, students showed significant differences on several subfactors of the anxiety for practice and the level of career decision-making. Second, based on an academic point and practice duration, there were significantly different in several subfactors of the anxiety for practice, the career decision-making self efficacy, the career decision level. Consequently grade, academic record and practice duration influenced student's conception for practice and career.

• Journal of Korean Academy of Fundamentals of Nursing
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• v.9 no.2
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• pp.226-236
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• 2002

Purpose: The purpose of this study was to investigate the effects of aromatherapy on the level of anxiety and fatigue in student nurses who were undergoing their first clinical practice. Method: A non-equivalent. control group. pretest-posttest design was used. A convenience sample of 42 student nurses were selected. They were assigned to experimental and control groups. The aromatherapy using lavender, geranium and camomile was given to the experimental group for four consecutive days while the control group only rested. Result: 1. Anxiety scores for the experimental group were significantly lower than those of the control group on the $2^{nd},\;3^{rd}$ and $4^{th}$ days of clinical practice. 2. Fatigue scores for the experimental group were significantly lower than those of the control group on the $2^{nd},\;3^{rd}$ and $4^{th}$ day of clinical practice. Conclusion: The results support the conclusion that aromatherapy using selected essential oils is an effective intervention for relieving anxiety and fatigue in student nurses experiencing their first clinical practice. However differences between aromatherapy and massage were not clear. Further investigation needs to be done.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.13 no.2
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• pp.554-561
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• 2012

The purpose of this study was to identify the relationship between anxiety, anger and fatigue among stress factor in clinical practice of nursing students. The subjects were 197 nursing students who have practiced at the hospital in T city. Data was analyzed by using descriptive statistics, ANOVA, t-test and pearson's correlation coefficient. The mean score for stress was 3.82. The mean score for anxiety was 48.82. The mean score for anger was 1.17. The mean score for fatigue was 30.96. The factor of stress was a significant difference of anxiety according to conference, theory and practice, satisfaction of clinical practice. The factor of stress was a significant difference of anger according to report, theory and practice, orientation, nurse, environment. The factor of stress was a significant difference of fatigue according to conference, orientation, environment, patient relationship. In results, This study revealed that there was a significant correlation among stress, anxiety, anger and fatigue of nursing students in clinical practice.

• Journal of Korean Academy of Fundamentals of Nursing
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• v.15 no.4
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• pp.539-547
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• 2008

Purpose: This study is done to identify how a clinical practice orientation program would affect anxiety, self-esteem and self-efficacy in college students in nursing. Method: Data was collected from 127 nursing students in February, 2008. The collected data were analyzed with the SPSS/Win 12.0 program, using t-test, ANOVA, paired t-test and Pearson's correlation coefficients. Results: The total mean scores were; anxiety 53.22/80, self-esteem 29.51/40 and self-efficacy in 59.76/85. Self-esteem and self-efficacy level were significantly different according to the level of Fundamentals practice and satisfaction with nursing as a major satisfaction(p=.001). The effect of the orientation program on clinical practice were a significantly increased in self-esteem and self-efficacy (p=.000). But in terms of anxiety, the effect was the opposite. So study to identify other factors causing anxiety and strategies to reduce the anxiety need to be considered. Conclusion: It is important to improve self-esteem and self-efficacy and the study results indicate that an orientation program is one strategy that needs to be developed to meet these needs for college students in nursing.

• Journal of Korean society of Dental Hygiene
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• v.14 no.2
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• pp.131-137
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• 2014

Objectives : The aim of the study is to investigate anxiety, fatigue and stress of dental hygiene students in clinical practice and to improve the psychological support program. Methods : A self-reported questionnaire was filled out by 428 dental hygiene students in 4 universities in Gwagju and Jeonnam. Data were analyzed for anxiety, stress and fatigue, general characteristics using SPSS 18.0 program for descriptive statistics, ANOVA, and correlation. Results : Saliva suction showed the most high score in treatment($mean{\pm}SD=2.92{\pm}1.13$) and was followed by children dental care($2.79{\pm}1.21$), preventive dental care($2.38{\pm}1.04$), maxillofacial radiology($2.35{\pm}1.15$). During the clinical practice, students felt uneasy when they stayed in relative home(p<0.05). Poor interpersonal relation(p<0.001), poor health condition(p<0.01), low satisfaction with major(p<0.01), the other cause of major choice(p<0.01) influenced on their stress. Satisfaction with major was closely related to clinical practice performance, anxiety, physical fatigue and mental fatigue. Conclusions : In order to reduce physical, mental, neuro sensory fatigue of students in clinical practice, it is recommended to reinforce the patient care etiquettes in curricula.

• The Journal of Korean Academic Society of Nursing Education
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• v.25 no.3
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• pp.289-299
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• 2019

Purpose: This study aimed to examine the effects of simulation-based education on nursing knowledge, anxiety, and clinical performance ability in nursing students before their first clinical practice. Methods: Third-year university students who had not yet entered their first clinical practice were recruited to participate in the study. Nineteen students formed the experimental group and participated in simulation-based education for 7 sessions. The 19 students in the control group were provided with clinical practice orientation in the form of traditional lectures. Outcome measures assessed nursing knowledge, clinical practice anxiety, and clinical performance ability. Data were collected before and immediately after the simulation-based education and after six weeks of clinical practice. Results: Nursing knowledge and clinical anxiety were not statistically significant between the groups. However, there was a significant improvement in the clinical performance abilities of the experimental group. Among the subcategories, the ability to apply the nursing process and the ability to educate and cooperate were shown to maintain significant differences from the control group by the end of the six weeks of clinical practice. Conclusion: The simulation prior to nursing students' first clinical practice could be useful to improve clinical performance ability. Nursing educators should consider building programs to reduce anxiety and improve performance ability through simulations.