Sources of Anxiety Related to Clinical Education in Undergraduate Speech-Language Pathology Students

J. Chan, S. Carter, L. McAllister
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引用次数: 19

Abstract

One hundred and twenty seven speech-language pathology students participated in a questionnaire survey which examined factors that may be associated with anxiety in clinical education. The students were in their second, third and fourth years of a university degree program. The study identified a number of factors which contributed to anxiety levels in each year of the program. Significant contributors to anxiety common to all years were perceived ability to apply theory to practice, students' high expectations of themselves, the amount of preparation required for clinic, amount of prior relevant clinical experience, and ability to fulfil university and clinical demands simultaneously. Students beginning clinical practice, in second year, reported significantly higher levels of anxiety, closely followed by students in the fourth and final year, with students in third year reporting the least anxiety. Implications of these results for students, clinical supervisors and program administrators are discussed.
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言语语言病理学本科学生临床教育中焦虑的来源
摘要对127名言语病理学专业学生进行问卷调查,探讨临床教育中可能与焦虑相关的因素。这些学生是大学学位课程的二、三、四年级学生。该研究确定了一些影响项目每年焦虑水平的因素。导致各年级学生普遍焦虑的主要因素是理论应用于实践的能力、学生对自己的高期望、临床所需的准备量、先前相关临床经验的数量以及同时满足大学和临床需求的能力。在第二年开始临床实践的学生报告的焦虑水平明显更高,紧随其后的是第四年和最后一年的学生,第三年的学生报告的焦虑程度最低。这些结果对学生、临床督导和项目管理人员的意义进行了讨论。
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