Factors causing stress among nursing students in clinical practice: A scoping review

Abstract

Background: Nursing students report factors associated with high levels of stress in clinical practice, which are frequently experienced in this teaching-learning process. Objective: To map the scientific evidence available on factors causing stress among nursing students in clinical practice. Methodology: Scoping review based on the Joanna Briggs Institute methodology. The PCC (popu-lation, concept, and context) mnemonic was used. Two independent reviewers were involved in the process of selection, extraction, and analysis of articles. Results: Seventeen studies were included. The analysis revealed factors related to personal and profes-sional aspects, to the clinical practice environment/structure and organization, as well as to support systems, namely the supervisory model used in this process. Conclusion: Stress-inducing factors influence the teaching-learning process of students in clinical practice. Therefore, teaching strategies should be designed to ensure the development of students’ skills during clinical practice.