Structured Learning and Self-Reflection: Strategies to Decrease Anxiety in the Psychiatric Mental Health Clinical Nursing ExperienceGanzer, Christine Anne; Zauderer, CherylNursing Education Perspectives: July-August 2013 - Volume 34 - Issue 4 - p 244–247 Articles Abstract Author InformationAuthors Aim. The purpose of this qualitative study was to test a teaching-learning strategy to help nursing students decrease stress and anxiety that may be brought about by the psychiatric mental health clinical experience. Background. Undergraduate nursing students are known to experience affective stress prior to their first psychiatric mental health clinical practicum. A stressful learning environment can affect the success of the student's clinical performance. Method. Thirty nursing students participated in this study. A structured preclinical workshop combined with self-reflection provided insight into students' perceptions of the psychiatric mental health clinical experience. Results. Overall, students reported that participating in the teaching-learning strategy and self-reflection helped mitigate anxiety. Conclusion. Combining structured learning with self-reflection is a useful tool for helping nursing students increase self-awareness and ease anxiety that may interfere with learning. About the Authors Christine Anne Ganzer, PhD, RN, NPP, is an assistant professor, Hunter-Bellevue School of Nursing, New York, New York. Cheryl Zauderer, PhD, CNM, NPP, is an assistant professor, Department of Nursing, New York Institute of Technology, Old Westbury, New York. Contact Dr. Ganzer at email@example.com for more information. © 2013 Lippincott Williams & Wilkins, Inc.