Chart Reading and Anxiety Levels of Nursing Students Prior to First Interactions with Psychiatric Clients

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Abstract
Nursing students' anxiety levels on the first day of their psychiatric clinical experience were compared between those students who were assigned to read (N =58) or not read (N =60) the client's chart prior to the first nurse-client interaction. Students' trait and state anxiety levels were measured at the beginning of the day. State anxiety levels were measured again after students were given instructions to read or not read the client's chart. Using trait and the first measure of state anxiety as covariates, there was no significant difference in the state anxiety scores between readers and non-readers. Based on anxiety theory, it was concluded that being told to read/not read the psychiatric client's record prior to the first interaction with the client, does not significantly influence the student's state anxiety level. Thus, when nurse educators are planning the psychiatric experience, they may wish to allow the student to make the decision whether to read or not read the client's chart, after being told the advantages and disadvantages of this action.

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