Structured learning and self-reflection: Strategies to decrease anxiety in the psychiatric mental health clinical nursing experience

Abstract

Aim: The purpose of this qualitative study was to test a teaching-learning strategy to help nursing students decrease stress and anxiety that may be brought about by the psychiatric mental health clinical experience. Background: Undergraduate nursing students are known to experience affective stress prior to their first psychiatric mental health clinical practicum. A stressful learning environment can affect the success of the student's clinical performance. Method: Thirty nursing students participated in this study. A structured preclinical workshop combined with self-reflection provided insight into students' perceptions of the psychiatric mental health clinical experience. Results: Overall, students reported that participating in the teaching-learning strategy and self-reflection helped mitigate anxiety. Conclusion: Combining structured learning with self-reflection is a useful tool for helping nursing students increase self-awareness and ease anxiety that may interfere with learning.