Clinical anxiety and its relationship in the performance of training practices in nursing students
DOI:
https://doi.org/10.70577/asce.v5i3.1008Keywords:
nursing students; anxiety; clinical placementsAbstract
Introduction: Anxiety is a common emotional response among nursing students during clinical placements, potentially influencing the acquisition of clinical competencies and academic performance. The aim of this study was to analyze the relationship between anxiety levels and performance in clinical placements among nursing students.
Methodology: A quantitative, correlational, observational, non-experimental, cross-sectional study was conducted with a sample of 187 undergraduate nursing students selected based on eligibility criteria. Anxiety was assessed using a 16-item adapted version (Cronbach’s alpha = 0.902) of the Beck Anxiety Inventory (BAI), while clinical placement performance was derived from official practical assessment records. Statistical analyses included descriptive statistics, the Shapiro–Wilk normality test, Spearman correlation, and multiple linear regression.
Results: Students aged 21 to 25 years showed the highest mean anxiety score (13.2 ± 8.63), whereas those over 25 achieved the best academic average (44.2 ± 2.73). No significant correlation was found between the total BAI score and the grade average (ρ = 0.015; p = 0.842). Likewise, the multiple linear regression model was not statistically significant; only the academic semester showed a significant association with clinical placement performance (p = 0.018).
Conclusions: Anxiety levels did not show a significant association with performance in clinical placements; therefore, other academic and contextual factors may explain the performance achieved during clinical training.
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