Anxiety and clinical performance of level 3 student nurses at a private university in Iloilo City

Abstract

Anxiety significantly influences clinical performance among nursing students, especially during the transition from theoretical to practical learning. Nursing education is inherently stressful, combining rigorous academics with hands-on clinical practice, which can impact students' confidence, decision-making, and competency in patient care. This study examined the relationship between anxiety levels and clinical performance among Level 3 student nurses in a private university in Iloilo City during their Related Learning Exposure (RLE) duties. Using a descriptive-correlational design, the study measured anxiety levels and clinical performance to analyze their connection in hospital settings. A stratified random sampling technique was employed to select 144 respondents from a total of 225 Level 3 student nurses. Data collection utilized a 10-item adapted survey from the Anxiety Self-Rating Scale by the South African Depression and Anxiety Group (2023) and clinical performance grades from instructors. Findings revealed a statistically significant inverse relationship between anxiety levels and clinical performance (Spearman’s Rho = –0.755, p = 0.000), indicating that higher anxiety correlates with poorer clinical performance. Students experiencing moderate to high anxiety reported difficulty concentrating, nervousness, and physical symptoms that impaired their ability to perform clinical duties effectively. Although limited to one institution, this study highlights the need for structured interventions, such as stress management programs, to enhance students’ clinical preparedness and confidence in high-pressure healthcare environments.