Faculty of Community and Health Sciences

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The Faculty of Community and Health Sciences (CHS) is committed to excellence in education and training, research and community service which promotes a progressive primary health care approach in an inter-professional manner.

Electronic theses and dissertations are available in the Electronic Theses and Dissertations Repository.

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Browsing by Subject "Academic concerns"

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    Pre-registration nursing students’ anxiety and academic concerns after the second wave of COVID-19 pandemic in Italy: A cross-sectional study
    (University of the Western Cape, 2022) Comparcini, Dania; Tomietto, Marco; Cicolini, Giancarlo; Dickens, Geoffrey L; Mthimunye, Katlego
    Background: The pandemic and its related social restrictions have led to many uncertainties in nurse education, including the fear of infection in clinical learning settings and the challenge of remote learning. The modification of clinical and academic environments generated anxiety and academic concerns among nursing students. Objectives: To explore the main determinants of anxiety related to the clinical and classroom environments in nurse education after the second wave of the COVID-19 Pandemic. Design: Multicentre cross-sectional study. Settings: Ten universities offering nursing bachelor programs in central and southern Italy. Participants: A convenience sample of 842 nursing students. Methods: From April to July 2021, the Self-Rating Anxiety Scale and the Altered Student Study Environment Tool were administered to assess, respectively, students’ anxiety and their concerns about the study environment. A regression model was tested. Results: Most of the nursing students were female (76.6 %), living with family (70.9 %), and full-time students (85.7 %); 44.6 % were third-year of Bachelor in Nursing students. The majority of the participants (88.5 %) showed a level of anxiety. The statistically significant predictors of anxiety levels were concerns about grade attainment (β=0.42, p < 0.001) in the total sample, and, among the first-year students, the completion of clinical placement (β=0.14, p = 0.047). Conclusions: Results suggest a need for the redesign of teaching activities and clinical learning experiences to ensure academic outcomes and to preserve students’ psychological well-being. Models of learning environments’ dynamic adaptation and ongoing psychological support should be implemented to develop tailored interventions.