Anxiety and first practicums: Teaching techniques to improve nursing students first clinical experiences

Title: Anxiety and first practicums: Teaching techniques to improve nursing students first clinical experiences

Abstract:

First practical experiences are often some of the most stressful and anxiety-inducing elements of the curriculum for nursing students. Survey-based studies suggest that feelings of self-doubt regarding lack of preparedness and anxiousness about making mistakes and patient safety are some common concerns driving these fears and anxieties. Evidence also suggests that nursing instructors can alleviate these feelings by reinforcing practices like self-reflection among their students and fostering learning environments that promote mentorship and open asking of question. This study involves 58 nursing students in an undergraduate nursing program who were interviewed regarding their feelings about their first practicum experiences. Interview results found that 98% of students experienced anxiety related to their first clinical experience and 70% of students reported that certain strategies by their instructors, like encouraging asking of questions, could make their practicum experiences more positive and less stressful. These findings suggest that faculty orientations that train nursing instructors in evidence-based techniques that alleviate practicum-related anxiety among students could be effective ways to relieve stress and improve the overall clinical experience for students. Further research is warranted into how to better target teaching strategies based on specific demographic and needs of individual students.

Biography:

Irene Rempel is a clinical assistant professor at New York University Rory Meyers College of Nursing. Her teaching philosophy is that of "collaborative learning." In order for students to develop skills related to inter-professional cooperation, she has them think of classes as a community of professional colleagues rather than a collection of individuals competing with one another. She enjoys working with students on a one-to-one basis so that she can glean each student's potential as well as their academic strengths and weaknesses. 

Prior to joining the faculty at NYU, Rempel worked at Long Island College Hospital School of Nursing, where she taught a variety of didactic and clinical courses. 

Rempel completed her DNP at Fairleigh Dickinson University, MA and BSN at Pace University, an MA at Columbia University, and BA at Adelphi University.