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Dissertation
Exploring nursing student stress and anxiety in clinical settings: a qualitative phenomenological study
Doctor of Education (Ed.D.), Drexel University
May 2025
DOI:
https://doi.org/10.17918/00011000
Abstract
This qualitative phenomenological study examined the perceptions and lived experiences of traditional undergraduate nursing students who encountered stress and anxiety within clinical settings. These emotional challenges are common among nursing students, especially in clinical settings, where they can negatively affect well-being, hinder learning, and even contribute to attrition from nursing programs. The study sought to explore the factors that contribute to these emotional responses, identify self-care strategy utilization, assess their perceptions of faculty and curricular support for self-care, in addition to understanding how they view the role of self-care in their future professional roles. The study was conducted at an accredited four-year university in the Mid-Atlantic region of the United States and involved semi-structured, one-on-one interviews with senior-level Bachelor of Science in Nursing (BSN) students who had reported experiencing stress or anxiety in clinical settings. Data was analyzed and coded to extract recurring themes from participant narratives. Findings revealed that stress and anxiety levels varied across clinical settings, influenced by factors such as client populations and setting-specific demands. Key stressors included academic workload, particularly time-consuming documentation tasks like care plans and concept maps. Inconsistent expectations and support from clinical instructors and preceptors also emerged as major contributors to student stress and diminished confidence. Participants reported using a range of coping strategies, including taking brief mental breaks, practicing positive self-talk, and seeking support from peers or faculty. Although students universally recognized the importance of self-care, many expressed difficulties maintaining it consistently due to academic pressures and a perceived lack of meaningful support or emphasis from the nursing curriculum and faculty. The study concludes that creating psychologically safe learning environments and embedding practical, accessible self-care support within nursing education are critical for improving student well-being, fostering resilience, and preparing graduates for sustainable professional practice. Recommendations include re-evaluating documentation expectations and strengthening both formal and informal support systems within nursing programs. Keywords: self-care, stress, anxiety, nursing students, clinical settings.
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Details
- Title
- Exploring nursing student stress and anxiety in clinical settings
- Creators
- Katelynn Carey Cabrera
- Contributors
- Lawrence J. Keiser (Advisor)
- Awarding Institution
- Drexel University
- Degree Awarded
- Doctor of Education (Ed.D.)
- Publisher
- Drexel University; Philadelphia, Pennsylvania
- Number of pages
- 175 pages
- Resource Type
- Dissertation
- Language
- English
- Academic Unit
- School of Education (1997-2026); Drexel University
- Other Identifier
- 991022058938804721