Perceptions of anxiety-provoking situations in the clinical setting among third-year dental hygiene students and possible anxiety-reducing interventions

Abstract

College students have been known to experience varying levels of anxiety resulting from their academic involvement. Research reveals that student anxiety has a detrimental effect on academic achievement. Since clinical experiences have also been demonstrated as being anxiety-provoking and since anxiety has a negative effect on learning, learning from the clinical experiences by dental hygiene students may be compromised. In light of this information, the purpose of this study is to identify third year dental hygiene students' perceptions of anxiety-provoking situations during their clinical experience and to identify possible teacher and student interventions to help reduce clinical anxiety. A qualitative research approach using a specifically developed interview guide was used to interview six third year dental hygiene students. Results suggest that the students perceive the clinical learning experience as anxiety-producing. In total, forty stress items grouped into eight categories were identified by the participants and numerous instructional environment and student interventions were proposed to help reduce anxiety in the clinical setting which will, in turn, hopefully improve academic achievement.