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Updated: May 6, 2026

Reducing State Anxiety Using Working Memory Maintenance
Published on: July 19, 2017
Structured learning and self-reflection: strategies to decrease anxiety in the psychiatric mental health clinical
Christine Anne Ganzer1, Cheryl Zauderer
1Hunter-Bellevue School of Nursing, New York, New York, USA. cganzer@hunter.cuny.edu
Aim:
The purpose of this qualitative study was to test a teaching-learning strategy to help nursing students decrease stress and anxiety that may be brought about by the psychiatric mental health clinical experience.
Background:
Undergraduate nursing students are known to experience affective stress prior to their first psychiatric mental health clinical practicum. A stressful learning environment can affect the success of the student's clinical performance.
Method:
Thirty nursing students participated in this study. A structured preclinical workshop combined with self-reflection provided insight into students' perceptions of the psychiatric mental health clinical experience.
Results:
Overall, students reported that participating in the teaching-learning strategy and self-reflection helped mitigate
Conclusion:
Combining structured learning with self-reflection is a useful tool for helping nursing students increase self-awareness and ease anxiety that may interfere with learning.
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