• 한국간호교육학회지
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• 제3권
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• pp.34-45
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• 1997

Aspects of nursing student's clinical experiences are anxiety provoking. High anxiety may contribute to decreased learning. The purpose of this study was to identify the level of anxiety and potentially anxiety-producing clinical experience, the relation between the level of anxiety and their Trait-Anxiety and State-Anxiety. Finally, it is aimed at getting preparing data for guidance of students which can enhance learning effect of students for clinical experience. The samples of this study were 36 junior students(1 semester experience) and 44 senior students (3 semester experience) from Junior College of Nursing in Seoul on September 1996. The tools of this study were two kinds ; questionare of Spielberg' STAI measuring State and Trait-Anxiety, and author's for measuring the level of Anxiety producing situations and 10cm visual analogue scale was also used for measuring self stated level of anxiety on clinical setting. The collected data were analyzed by SPSS using percentage, t-test, ANOVA and Pearson correlation coefficient. The results of this study were as follows : 1. The self perception of anxiety level was 4.3/10cm and the level of anxiety in clinical setting situations was 3.5/5. 2. Among 20 questions for perception of anxiety-producing situations in the clinical setting. 'deficit of nursing knowledge' was the highest item(4.18), 'vagueness of role'(4.11), 'lack of nursing skill'(4.00), 'evaluation by faculty'(4.00) 'fear of making mistakes'(3.81) 'initial clinical experience on a unit'(3.76) 'initial application of nursing knowledge'(3.74) in turn. 3. The level of State-anxiety of senior students was higher than junior's (p=0.005)and the level of Trait-Anxiety of insufficient interpersonal relationship and unhealthy students were higher than others (p=0.015) There was no differences according to the student's grade in level of anxiety. 4. Both of self-stated anxiety and situationa anxiety of unhealthy students were high (p=0.007, p=0.000) and the level of self-stated anxiety of unsatisfied students for selection major and clinical experience were high (p=0.050, p=0.009). 5. Self-stated anxiety and situation anxiety (p=0.0000), self-stated- anxiety and Trait-anxiety(p=0.003), situation anxiety and Trait-anxiety(p=0.004), and Trait-anxiety and state-anxiety(p=0.000) of the students were interrelated. By the above conclusion, the nursing students still feel anxiety on clinical experience and on making a mistake due to the lack of their nursing knowledge and skill. And the students are afraid of the faculties' evaluation. In addition, the students who are not healthy and have not sufficiently interpersonal relationship feel more anxiety. But, since there was no difference significantly between each grade, we think it is needed that further study on the same topic in large samples. And, we have to equip the students with much nursing knowledge and philosophy apparently before the students have clinical experience. Finally, the faculty have to reduce the students' anxiety by making a climate of acceptance in clinical setting with good personality.

• 생물정신의학
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• 제18권4호
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• pp.197-202
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• 2011

Subsyndromal anxiety disorder indicates mental states of having anxiety symptoms not fulfilling criteria for anxiety disorders. Despite of the lack of previous objective findings of the subsyndromal anxiety disorder, its clinical importance has increased. It can cause many kinds of clinical anxiety symptoms and functional disabilities. But the early intervention and early treatment make it possible not only to attenuate the anxiety symptoms and functional disabilities but also to prevent disease progression to a full syndromal anxiety disorder. In this article, we will review the previous studies about the subsyndromal anxiety disorder and discuss its clinical characteristics and importance.

• 간호행정학회지
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• 제21권4호
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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.

• 대한불안의학회지
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• 제20권1호
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• pp.1-7
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• 2024

This review article summarizes the main research findings on the presence of anxiety disorders in individuals with bipolar disorder. It examines the prevalence of comorbid anxiety disorders in bipolar disorder, which is generally high. Moreover, it explores the variations in comorbid anxiety across different subtypes of bipolar disorder. The article also investigates the clinical features, treatment, and prognosis associated with comorbid anxiety in bipolar disorder. It reveals that bipolar patients with comorbid anxiety exhibit complex clinical features, worse treatment outcomes, and a poorer prognosis. Given the significant impact of comorbid anxiety on clinical features, treatment outcomes, and prognosis, it is crucial to address this issue when treating individuals with bipolar disorder. Therefore, further research on the treatment of co-occurring anxiety in bipolar disorder patients is warranted.

• 대한불안의학회지
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• 제13권1호
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• pp.10-16
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• 2017

Objective : This study aimed to investigate differences in demographic, clinical characteristics, and quality of life between panic-disorder patients with generalized anxiety disorder (PD+GAD) and without generalized anxiety disorder (PD-GAD). Methods : We examined data from 218 patients diagnosed with PD+GAD (150 patients) and PD-GAD (68patients). The following instruments were applied: Stress coping strategies, Beck Depression Inventory (BDI), Beck Anxiety Inventory (BAI), Panic Disorder Severity Scale (PDSS), Anxiety Sensitivity Index-Revised (ASI-R), Albany Panic and Phobia Questionnaire (APPQ), NEO-neuroticism(NEO-N), Short Form health survey-36 (SF-36). Results : Compared to the PD-GAD group, the PD+GAD group had higher scores in emotion-focused coping strategies and clinical severity, such as BDI, BAI, PDSS, ASI, APPQ, and neuroticism. The PD+ GAD group showed lower scores in most scales in SF-36 status than PD-GAD group. Conclusions : This study shows that PD+GAD patients are different from PD-GAD patients in coping strategies, clinical severity and quality of life. It emphasizes the need of personalized therapy in clinical approach among patients with PD+GAD.

• 인간행동과 음악연구
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• 제8권2호
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• pp.1-20
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• 2011

본 연구는 음악치료사의 임상불안과 대처방안을 알아보기 위하여 전국음악치료사협회의 음악치료사 86명을 대상으로 설문조사를 실시하였다. 결측 설문을 제외한 총 81부를 최종 분석하였다. 음악치료사의 임상불안은 관계불안, 연주불안, 수행불안 순으로 나타났다. 관계불안에서는 내담자의 비협조적 반응과 태도, 연주불안에서는 즉흥적 음악 제공, 수행불안에서는 기관담당자의 세션 참관이 불안요인으로 나타났다. 임상불안 대처방안에서 수행불안에 대한 대처방안은 치료사 스스로 불안의 요인에 대하여 생각하기, 관계불안에 대한 대처방안은 내담자의 행동수정 요구하기, 연주불안에 대한 대처방안은 세션에 사용할 음악을 연습하는 것으로 나타났다. 이러한 결과들은 음악치료사가 경험하는 임상불안과 대처방안에 대한 정보를 제공하고, 치료사로서 성장하고 임상에서 직면하게 될 여러 과제들에 대하여 적응적이고 융통성 있게 대처하며 치료적 임상을 수행하는데 중요성과 필요성을 제시하는데 그 의의가 있다.

• 대한간호학회지
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• 제16권3호
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• pp.123-130
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• 1986

This Study is aimed at showing the effect of relaxation technique on reduction of anxiety of nursing students in the first clinical practice. The samples of this research were eighty fresh-man students of Dong San Junior College of Nursing. Of them thirty-eight were experimental group and remaining forty-two were control group. This study has been conducted from October 14 to 22, 1985. Subjects in all two groups had measured their trait anxiety, after then, the researcher carried out Byun's relaxation technique with experimental group every other day After the experimental period, subjects in all two groups had measured their state anxiety. The tools of this study were two kinds: Spielberg, Gorsuch & Lushene's STAI, and Byun's relaxation technique. To test the statistical difference in the subjects' trait anxiety, score of lecture in pre-clinical practice and score of practice pre-clinical practice, t-test was performed. To verify the hypotheses, ANCOVA was performed. Results of this study were as follows: The main hypothesis that the nursing students who use relaxation technique will have less degree of anxiety in the first clinical practice than the nursing students who don't use relaxation technique was accepted (P<.005). Conclusively, the researcher thinks that it is necessary that nursing students were prepared with relaxation technique to reduce anxiety in their first clinical practice.

• 기본간호학회지
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• 제23권4호
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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.

• 한국간호교육학회지
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• 제11권2호
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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.

• 한국간호교육학회지
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• 제25권3호
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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.