Abstract
High stress levels are experienced by student nurses throughout their professional education, with the chaotic ever-changing clinical environment being a predominant source of stress. Clinical nursing faculty have a critical role to recognize the stress their students experience in the clinical environment and understand its significance.
A qualitative descriptive design was used to provide a rich description of clinical nursing faculty perceptions of undergraduate baccalaureate nursing student clinical stress. A purposive sample of 14 clinical nursing faculty with at least 4 semesters of clinical nursing faculty experience from accredited, generic baccalaureate nursing programs in the Northeast region of the United States participated in open-ended interviews using a semi-structured format. Sample size adequacy was justified when saturation of data was achieved. Interviews were digitally recorded and transcribed, and qualitative content and thematic analysis were used to sort the descriptive data to generate themes.
Sigma Membership
Eta Beta
Type
Dissertation
Format Type
Text-based Document
Study Design/Type
Descriptive/Correlational
Research Approach
Qualitative Research
Keywords:
Clinical Nursing Factuly, Clinical Environment, Nursing Students, Stress Levels, Nursing Education
Advisor
Barbara Patterson
Second Advisor
Mary Baumberger-Henry
Third Advisor
M. Elaine Tagliareni
Degree
PhD
Degree Grantor
Widener University
Degree Year
2018
Recommended Citation
Stubin, Catherine A., "Clinical nursing faculty perceptions of undergraduate baccalaureate nursing student stress in the clinical environment" (2022). Dissertations. 1535.
https://www.sigmarepository.org/dissertations/1535
Rights Holder
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All permission requests should be directed accordingly and not to the Sigma Repository.
All submitting authors or publishers have affirmed that when using material in their work where they do not own copyright, they have obtained permission of the copyright holder prior to submission and the rights holder has been acknowledged as necessary.
Review Type
None: Degree-based Submission
Acquisition
Proxy-submission
Date of Issue
2022-04-19
Full Text of Presentation
wf_yes
Description
This dissertation has also been disseminated through the ProQuest Dissertations and Theses database. Dissertation/thesis number: 10821740; ProQuest document ID: 2051294015. The author still retains copyright.