Nursing Students' Experiences of Stress in Clinical Placement : A Literature Review

Abstract

Clinical learning is fundamental to nursing education because it offers extensive prospects for practical experience and the development of essential nursing skills. Despite its importance, the clinical component is often the most challenging for students. The purpose of this thesis is to explore nursing students’ experiences of stress in clinical placement using evidence-based research. The aim of this study is to describe nursing students’ experiences of stress in clinical placement. The research question for this thesis is “How are the nursing students’ experiences of stress in clinical placement?”

The research method that was used for this study was a descriptive literature review. The data that was used for this thesis was retrieved using databases, EBSCOhost (CINAHL), PubMed, and Science Direct. 10 articles were selected and analyzed for this thesis using an inductive content analysis.

The findings of this thesis were categorized into four main themes: the relationship between students and clinical mentors, feeling pressured, demands placed on students, and inadequate professional skills. The findings of this thesis indicate that experiences of stress during clinical placements may result in physical and psychological symptoms. Students report high levels of physical exertion and exhaustion as a result of the pressure from professional attention and expectations, which is another indication that the shift to clinical practice during placement is a significant cause of anxiety and fear.

For future studies, the author recommends doing more research on nursing students’ experiences during clinical placement across different continents. Recognizing stressors and preventing them would be important to promote nursing students' well-being.