Survey relationship between clinical faculties' manner or teaching behaviors and ‎nursing students' anxiety from students' view point at Guilan University of ‎Medical Sciences, ‎‏2007‏

Introduction: Students' perceptions of how clinical faculty behave and relate to them (both &lrm;positively and negatively) were noted to influence their anxiety levels and consequently their &lrm;ability to learn and perform safely and effectively.&lrm; &nbsp;Objective: This study aims to determine the relationship between clinical faculties' manner of &lrm;teaching behaviors and nursing students' anxiety from students' viewpoint at Guilan &lrm;University of Medical Sciences in &lrm;&rlm;2007&rlm;&lrm;.&lrm; Materials and methods: In this descriptive corelational study &lrm;&rlm;171&rlm;&lrm; second, third and fourth &lrm;year baccalaureate nursing students completed three questionnaires: an investigator designed &lrm;students demographic data questionnaire, the clinical teaching survey and a self-evaluation &lrm;questionnaire, designed to measure state anxiety.&lrm; Results: Findings of the Pearson's correlations indicated there were moderate negative &lrm;correlations between the personally(r=&lrm;&rlm;-0.63&rlm;&lrm;, p<&lrm;&rlm;0.0001&rlm;&lrm;) and professionally(r=&lrm;&rlm;-0.47&rlm;&lrm;, p<&lrm;&rlm;0.0001&rlm;&lrm;) &lrm;teaching behaviors of clinical faculty and students' state of anxiety. Covariate analysis &lrm;revealed that indirectly, students' age, marital status and unit of clinical training effected &lrm;statistically significant on anxiety. &lrm; Conclusion: Finding indicated that clinical faculty should be intentionally aware of how their &lrm;teaching behaviors are perceived by students and influence student anxiety during clinical &lrm;experiences.&lrm;