Zoë Lautz, Sibylle Kautz-Freimuth, Arim Shukri, Marcus Redaèlli, Kerstin Rhiem, Rita Schmutzler, Stephanie Stock
Predictors of knowledge and knowledge gain after decision aid use among women with BRCA1/2 pathogenic variants
Patient education and counseling
clinical practicum crucial strengthening nursing students clinical competence however nursing students often experience considerable stress clinical practicum employ coping strategies alleviate almost empirical evidence change trajectory perceived stress coping strategies clinical competence among nursing students oneyear clinical practicum study aimed investigate trajectory change perceived stress coping strategies clinical competence among undergraduate nursing students oneyear clinical practicum study used longitudinal cohort design undergraduate nursing students recruited science technology university taiwan participate february 2021 january 2022 perceived stress coping strategies clinical competence among students basic training practicum t1 advanced training practicum t2 comprehensive clinical nursing practicum t3 surveyed using perceived stress scale pss coping behaviour inventory cbi clinical competence scale ccs pss cbi ccs t1 t2 t3 compared using generalized estimating equation gee deal correlated data level statistical significance set 005 total 315 undergraduate nursing students completed questionnaire study results show overall perceived stress students highest t2 lowest t3 main source stress students taking care patients t1 lack professional knowledge skills t2 t3 students perceived stress taking care patients gradually decreases time four coping strategies cbi stay optimistic problemsolving transference avoidance order remain ranking three surveysthe main stress coping strategy used students stay optimistic coping strategy avoidance used frequently t2 t1 t3 students mean scores overall clinical competence general nursing management subscales t3 higher t1 t2 however mean scores selfgrowth positivity subscales highest t1 lowest t2 results show experiential learning clinical practicum different stages time time students overall perceived stress lowest overall clinical competence highest t3 main coping strategy used students managed stress stay optimistic according results suggest clinical educators provide students appropriate guidance strategies different stages stress continue follow clinical competence retention rates nursing students workplace future