Impact of Performance Anxiety in Obtaining Vital Signs During the First Clinical Placements Among Second-Year Nursing Students of Perpetual Help College of Manila

Abstract

Performance anxiety is commonly experienced by nursing students, particularly during their initial exposure to clinical environments where theoretical knowledge is applied in actual patient care. This study explored the lived experiences of second-year nursing students regarding performance anxiety during vital signs assessment in their first clinical placements at the University of Perpetual Help System Manila.

A qualitative phenomenological research design was utilized to understand these experiences. Fifteen (15) second-year nursing students were selected through purposive sampling. Data were gathered through semi-structured interviews and analyzed using Colaizzi’s Seven-Step Method, from which key themes were generated.

Findings showed that performance anxiety was experienced as affecting students’ cognitive focus, emotional state, and physical responses, including trembling, overthinking, and reduced confidence, which influenced their performance during vital signs assessment. Anxiety was described as more intense in hospital settings compared to simulation environments due to real patient interaction, fear of making mistakes, and the presence of clinical instructors. Participants also described coping through self-regulation techniques, peer support, spiritual practices, and repeated practice to manage anxiety during clinical exposure.

The study concludes that performance anxiety is an important factor in shaping nursing students’ clinical learning experiences. It is recommended that nursing institutions strengthen simulation preparation, provide supportive clinical supervision, and consider programs that help students manage anxiety during clinical practice.