Research & Projects → Anxiety among Nursing Students in Theoretical and Clinical Learning Settings
Early-Stage Research Concept
Concept Note · Not a Completed Proposal
Project Type: Early-Stage Research Concept · Status: Concept Note – Not Developed Into a Full Proposal · Contributors: Morteza Azmkan, Mahya Moshtagh · Mahya’s Role: Contributor to an early-stage academic research concept note
An early-stage academic concept note exploring anxiety experienced by nursing students across theoretical and clinical learning settings.
Overview
This item is an early-stage academic concept note, co-developed with Morteza Azmkan, exploring anxiety among nursing students in theoretical (classroom-based) and clinical (practice-based) learning settings. It represents an initial idea-development exercise rather than a completed research proposal or a conducted study, and it was not carried further into a full protocol, data collection or analysis.
Educational Context
Nursing education typically combines classroom-based theoretical instruction with supervised clinical placements in real healthcare settings. These two learning environments differ in pace, supervision, and exposure to patients, which can shape students’ experience of anxiety differently: theoretical settings involve academic evaluation and performance pressure, while clinical settings introduce direct patient contact, unfamiliar environments and real-time skill application. This contrast was the starting point for the concept note.
Proposed Research Question & Objectives
The concept note outlined a general area of inquiry: whether, and how, nursing students’ anxiety differs between theoretical and clinical learning settings, and what factors might contribute to that difference. It framed this as a question worth studying rather than as a fully specified research design, and it did not include finalized objectives, hypotheses, a defined methodology, or a sampling plan.
My Contribution
Mahya Moshtagh contributed to this concept note alongside Morteza Azmkan, participating in framing the topic and reviewing background context on nursing student anxiety and clinical learning environments. This was a collaborative, contributory role in an early academic exercise, not an independent or lead-authored research project.
What Was & Was Not Completed
The concept note contained a topic rationale, background framing drawn from general nursing-education context, and a proposed area of inquiry. It did not contain a finalized research methodology, a selected data collection instrument, a defined sample or setting, ethical approval, data collection, results, or analysis. It was not submitted as a formal research proposal, was not conducted as a study, and no findings exist to report.
Skills & Academic Relevance
- Academic writing
- Literature-based framing
- Nursing education context
- Collaborative research planning
- Early-stage concept development
