Please use this identifier to cite or link to this item: http://ahro.austin.org.au/austinjspui/handle/1/17637
Title: An evaluation of a structured learning program as a component of the clinical practicum in undergraduate nurse education: A repeated measures analysis.
Authors: Watt, Elizabeth;Murphy, Maria;MacDonald, Lee;Pascoe, Elizabeth;Storen, Heather;Scanlon, Andrew
Affiliation: Austin Clinical School of Nursing, La Trobe University, Heidelberg, Victoria, Australia
Issue Date: Jan-2016
EDate: 2015-09-26
Citation: Nurse education today 2016; 36: 172-7
Abstract: There is evidence that nursing students experience stress and anxiety and a reduction in self-efficacy when undertaking clinical placements. Previous reports have identified that a structured three-day program within the Bachelor of Nursing (BN) clinical practicum reduces the students self-report of anxiety and increases self-efficacy. However, it is unreported whether these improved outcomes are sustained for the duration of the clinical placement. The aim of this study was to evaluate the duration of the effect of a three-day structured learning program within the clinical placement on final year Bachelor of Nursing student's report of anxiety and self-efficacy pre- and post-program participation in this intervention and following completion of the clinical practicum. A repeated measures design. University-based Clinical School of Nursing, acute care clinical practicum. Final year Bachelor of Nursing students. The intervention comprised the three-day program on starting the clinical practicum. A questionnaire included the anxiety subscale of The Hospital Anxiety & Depression Scale (The HAD) and the General Self-Efficacy Scale (GSES-12). The questionnaire was completed on day one (time one), upon completion of the three-day program (time two) and upon completion of placement on day 18 (time three). The questionnaire response rate varied over time. There was a statistically significant effect in reducing anxiety over time: F(1.73,74.46)=25.20, p<0.001 and increasing self-efficacy over time F(1.32,41.04)=7.72, p<0.004. This is the first report that we are aware of that has measured final year Bachelor of Nursing student's report of both anxiety and self-efficacy over repeated measures of time. Students continue to benefit from a structured learning program and the benefit of the intervention is sustained for the clinical placement duration.
URI: http://ahro.austin.org.au/austinjspui/handle/1/17637
DOI: 10.1016/j.nedt.2015.09.008
PubMed URL: 26454714
Type: Journal Article
Subjects: Anxiety
Clinical placement
Nursing education
Self-efficacy
Appears in Collections:Journal articles

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