Social support and anxiety in nursing students in clinical teaching

Abstract

Background: The aim of an exploratory study carried out with nursing students in clinical teaching was to identify stress factors and stressful situations and define the study plan in order to create an intervention model designed to promote the personal development. Methods: Eleven nursing students in clinical teaching have participated voluntarily in a stress management group. They have completed the Vaux Social Support Appraisals Scale and the Zung Self-Rating Anxiety Scale, among other scales. The recording of the students’ speeches was carried out during the activities proposed in the group sessions. Expected results: Nine students have achieved a score above the breaking point (37) and five of them have showed anxiety levels above 40. Four of these five students have felt more social support from people in general and from their professors, and one of them also achieved a score in both types of support. Six of the students have reported feelings of lower social support from their friends. These students were divided between the distant and observing interpersonal communication styles, with a passive behaviour in conflict management. Current stage of work: We are currently evaluating the social skills and self-awareness, among other variables, grounded in a representative sample of nursing students in clinical teaching. Discussion: The working environment of healthcare professionals makes them more vulnerable to anxiety. When it comes to students, due to their lack of experience, they are more likely to possibility of run out of resources and, consequently, develop anxiety disorders and other mental disorders.