Abstract
Anxiety in nursing students can interfere with the development of the knowledge, skills, and clinical judgment necessary to practice in a complex health care environment. Thirteen faculty from nursing programs across one state were interviewed to explore faculty perceptions of anxiety among prelicensure baccalaureate nursing students. Data analysis from this qualitative study showed that faculty recognized anxiety in students and its contributing factors. Findings also revealed that participants were unsure of the levels of anxiety that hinder or promote student learning but believed faculty are in a position to help students manage these feelings.
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