College of Nursing
University of Basrah
Social Phobia among Nursing College
Student at University of Basrah
A Research
Submitted to the Council of College of Nursing
University of Basrah
In Partial Fulfillment of the requirement for the
Degree of the Bachelor in Nursing science
By
Amal Badr Wsheel
Hawraa Ali Jasim
Mohammed Qasim Mohammed
Supervised by
Lecturer
Doaa Mohammed Bachi
April 2025 AD
Shawwal 1446 AH
‫ُق ْل ِب َفضْ ِل ه ِ‬
‫اَّلل َو ِب َر ْ َْح ِت ِه فَب َِذ ِ َِل‬
‫ون‬
‫» فَلْ َي ْف َر ُحوا ه َُو خ ْ ٌَْي ِم هما َ َْي َم ُع َ‬
‫سورة يونس (‪)58‬‬
Supervisor Certification
I certify that this research project, which entitled (Social
Phobia among Nursing College Student at University of Basrah)
was prepared under my supervision at the College of Nursing /
University of Basrah as partial fulfilment of the requirement for the
degree of Bachelor in Nursing sciences.
Supervisor
Lecturer
Doaa Mohammed Bachi
College of Nursing
University of Basrah
Date: / 4 / 2025
Approval Certification
After reviewing the project of research, we certify that it fullfils
all the requirements.
Head of Community Health Nursing
Assist. Prof. Dr. Firas A. Jassim
College of Nursing
University of Basrah
Date:
/ 4 / 2025
Associate Dean for Scientific Affairs
Assist. Prof. Dr. Sundus Baqir Dawood
College of Nursing
University of Basrah
Date: / 4 / 2025
I
A CKNOWLEDGMENT
ACKNOWLEDGMENT
First and foremost, we must acknowledge our limitless
thanks to Allah, the Ever-Magnificent; the Ever-Thankful, for His
help and bless. We are totally sure that this work would have
never become truth, without His guidance.
We also thank the supervisor of Lecturer. (Doaa
Mohammed Bachi) for helping and providing scientific advice,
psychological support and appreciation during the study period.
We would like to thank students who Agree to contributed
with our study.
We also would like to express our wholehearted thanks to
our family for their generous support they provided us
throughout my entire life.
Our grateful to the Dean and faculty members in the College
of Nursing, University of Basra for their efforts and continued
support for completing our academic studies
II
bstract
A Abstract
Background: social phobia in nursing students may be a serious obstacle
to learning and professional development. The nursing profession demands
effective communication, teamwork, and interpersonal skills fundamental
to patient care and safety. Students with social anxiety often experience
difficulty participating in class discussions, attending clinical placements, or
interacting with patients and supervisors.
Objectives: To estimate the prevalence of social phobia among nursing
college students. And to measure the levels of severity (mild, moderate,
severe) of social anxiety symptoms, to knowing the relationship between
social phobia and students demographic characteristics such as age, sex,
college, stage of study, type of study, place of home, family structure).
Methodology: A descriptive cross-sectional study was conducted in the
University of Basrah college of nursing from 7th November 2024 to the 20th
of April 2025. Non -probability (a purposive sample of 300 students (males
and females) in College of Nursing. A questionnaire designed by the
researcher, scales were adopted and modified through extensive review of
relevant literature.
Results: The results demonstrate that around (48.3%) of the study group
students had Moderate level of social phobia, (47.3 %) had low level, and
only (4.4%) had high level.
Conclusions: The results indicate that social phobia is a prevalent
psychological concern among nursing students at the University of Basrah,
with nearly half of the participants experiencing moderate levels of social
anxiety. Also no statistically significant relationship was found between
social phobia levels and any of the examined demographic variables,
including gender, age, marital status, academic year, type of study, place of
residence, or economic status
Recommendation: Nursing faculties should integrate psychological
resilience and communication skills training into the curriculum to better
prepare students for clinical and social challenges. Universities should
establish accessible counseling services tailored to students facing social
anxiety, particularly during clinical rotations and public speaking tasks.
Raising awareness among faculty members about the presence and impact
of social anxiety can foster a more supportive learning environment that
promotes student confidence and academic success
III
List of Contents
Subjects
Page
Acknowledgments
I
Abstract
II
List of Contents
III
List of Tables
IV
List of Figures
V
List of Abbreviations
VI
List of Appendices
VI
Chapter One
Introduction
1.1. Introduction
2
1.2. important of the study
3
1.3 Problem of the project
4
1.4 Goals of the project
4
1.5 Definition of the terms
4
Chapter Two
Review of Literature
2.1. Theoretical Framework
7
2.2. Definition of Social Phobia
8
2.3 Possible Causes of Social Phobia
10
2.4 Symptoms of Social Phobia
12
2.5 Diagnosis of Social Phobia
14
2.6 Social Phobia in the University Educational Environment
15
2.7 Treatment Strategies for Social Phobia
16
2.8 The Role of Nursing Colleges in Supporting Students with
Social Phobia
2.9 The Impact of Social Phobia on Nurse-Patient
Communication Skills
2.10 Social Phobia and Its Relationship with Burnout Among
Nursing Students
18
20
22
Chapter three
Methodology
3.1. Design of the Study
26
3.2. Settings of the Study
26
3.3. The Sample of the Study
26
3.4. The Study Instrument
26
3.5. Measures
27
3.6. Statistical data Analysis:
28
Chapter Four
Results of the Study
29-35
Chapter Five
Discussion of the Study Results
5.1. Discussion of Demographic Characteristics of the students
37
5.2. Discussion the total level of social phobia.
38
5.3. Discussion Relationship Between Students’ Level of social
phobia and their Demographic Characteristics
39
Chapter Six
Conclusions and Recommendations
6.1. Conclusions
42
6.2. Recommendations
34
References
Appendices
44-50
IV
List of Tables
Table
Titles
No.
Page
4-1
Distribution of Participants by Age Group
30
4-2
Distribution of Participants by marital status
31
4-3
Distribution of Participants by academic year
31
4-4
Distribution of Participants by Type of Study
31
4-5
Distribution of Participants by Student's Order Among
Siblings
32
4-6
Distribution of Participants by Number of Siblings
32
4-7
Distribution of Participants by Place of Residence
32
4-8
Distribution of Participants by Economic Status
33
4-9
The Total Level of social phobia
33
4-10
The Relationship Between Students’ Levels of social
phobia and their Demographic Characteristics
34
V
List of Figures
Figure
No.
4-1
Title
Distribution of the Sample according to their sex
(N=400)
Page
30
VI
List of Appendices
ITEM
APPENDICES
A
Questionnaire of The Study
B
List of Experts
List of Abbreviations
ITEM
Abbreviations
APA
American Psychiatric Association
SAD
Social Anxiety Disorder
CBT
Cognitive Behavioral Theory
SSRIs
selective serotonin reuptake inhibitors
SNRIs
serotonin-norepinephrine reuptake inhibitors
GABA
Gamma-Aminobutyric Acid
LSAS
Liebowitz Social Anxiety Scale
SPIN
Social Phobia Inventory
AVPD
Avoidant Personality Disorder
Sd
Standard Deviation
CHAPTER ONE
INTRODUCTION
Chapter One
Introduction
1.1
Introduction
social phobia, also known as social anxiety disorder (SAD), is one of the
most common anxiety disorders affecting individuals worldwide, particularly
during adolescence and early adulthood—a critical period marked by major
life transitions and increased social demands (Stein & Stein, 2020). Social
phobia is defined as a persistent and intense fear of being judged, criticized,
or embarrassed in social situations (American Psychiatric Association, 2022).
These fears can interfere with daily functioning, especially in environments
that require frequent interpersonal interaction, such as universities.
For nursing students, social phobia may represent a serious obstacle
to learning and professional development. The nursing profession demands
effective communication, teamwork, and interpersonal skills that are
fundamental to patient care and safety. Students with social anxiety often
experience difficulty participating in class discussions, attending clinical
placements, or interacting with patients and supervisors (Karanci et al.,
2019). These challenges may result in academic underachievement, lowered
self-esteem, and withdrawal from professional opportunities (Bener et al.,
2016).
While social anxiety has received growing attention in mental health
research, there remains a gap in localized studies, especially within Middle
Eastern contexts like Iraq. Cultural norms, stigma around mental illness, and
2
CHAPTER ONE
INTRODUCTION
lack of institutional support often lead students to hide their symptoms
rather than seek help (Mahmood et al., 2022).
1.2 Important of the project:
This project is significant for several academic, clinical, and
institutional reasons.
First, nursing students
are expected
to
build
therapeutic
communication skills that are vital for dealing with patients and working in
multidisciplinary healthcare teams. Social phobia may hinder their ability to
develop these skills effectively, thereby influencing their readiness for
clinical practice (Li et al., 2021).
Second, increased awareness of the prevalence and impact of social
anxiety will allow faculty members, counselors, and student affairs
departments to develop early intervention programs and create a more
inclusive learning environment.
Third, the findings can serve as a baseline for future mental health
initiatives in Iraqi universities, supporting mental health literacy, screening,
and counseling services (Al-Shawi & Al-Ani, 2021).
Finally, this research promotes student well-being by encouraging
institutions to prioritize psychological support as part of educational
excellence and professional development
3
CHAPTER ONE
INTRODUCTION
1.3 Problem of the project:
(Social Phobia among Nursing College Student at University of Basrah)
The main problem this research addresses is the lack of data on the
prevalence, severity, and impact of social phobia among nursing students at
the University of Basrah. Without such information, universities cannot
design evidence-based interventions or measure the psychological
challenges faced by their students. This problem not only affects academic
performance but may have long-term effects on the professional
competence and mental well-being of future healthcare providers.
1.4 Goals of the project:
1. To estimate the prevalence of social phobia among nursing college students.
2. To measure the levels of severity (mild, moderate, severe) of social anxiety
symptoms
3. To knowing the relationship between social phobia and students
demographic characteristics such as age, sex, college, stage of study, type of
study, place of home, family structure).
1.5 Definition of the terms:
1. Social Phobia / Social Anxiety Disorder (SAD):
A mental health disorder characterized by excessive and persistent
fear of social or performance situations, often leading to avoidance
behaviors and functional impairment (American Psychiatric Association,
2022).
4
CHAPTER ONE
INTRODUCTION
2. Nursing Students:
Individuals enrolled in a nursing education program involving
theoretical coursework and clinical placements, preparing for careers as
registered nurses.
5
CHAPTER TWO
REVIEW OF LITERATURE
Chapter Two
Review of Literature
2.1 Theoretical Framework
This study is based on three major psychological theories that help
explain the development and persistence of social phobia among nursing
students.
First, Cognitive Behavioral Theory (CBT) suggests that social phobia is
driven by distorted thoughts and avoidance behaviors. Individuals often
overestimate the likelihood of negative evaluation and fear embarrassment,
leading them to avoid social or performance situations (Clark & Wells, 1995;
Hofmann et al., 2012). For nursing students, this might manifest in fear of
speaking during class or interacting with patients during clinical training.
Second, Bandura’s Social Cognitive Theory highlights the importance
of self-efficacy, modeling, and social learning. Students who doubt their
social competence or observe others being judged may internalize fear and
avoid similar situations (Bandura, 1986; Wong & Rapee, 2016).
Third, the Diathesis-Stress Model explains social anxiety as the result
of an interaction between individual vulnerabilities (such as genetic
predisposition or personality traits) and external stressors like academic
pressure or social stigma (Ingram & Luxton, 2005; Van Ameringen et al.,
2020).
7
CHAPTER TWO
REVIEW OF LITERATURE
2.2. Definition of Social Phobia
Social phobia, also referred to as social anxiety disorder (SAD), is a
chronic mental health condition characterized by an excessive and irrational
fear of social interactions or performance situations where an individual
maybe scrutinized or judged by others. People with social phobia often
experience overwhelming anxiety in everyday social situations, such as
speaking in public, engaging in conversations, or even making eye contact.
This fear is not simply a result of shyness but is an intense psychological
reaction that can severely impact one’s ability to function normally in both
personal and professional settings. The disorder is typically associated with
a heightened self- consciousness, an intense fear of embarrassment, and the
avoidance of social situations, which can lead to isolation and a diminished
quality of life (American Psychiatric Association, 2019).
The symptoms of social phobia can be categorized into cognitive,
emotional, physical, and behavioral manifestations. Cognitively, individuals
experience persistent negative thoughts about their performance in social
situations, fearing that they will be humiliated or judged negatively.
Emotionally, they may feel extreme distress, panic, or dread before or during
social interactions. Physical symptoms include excessive sweating,
trembling, increased heart rate, nausea, and dizziness, which are triggered
by the body's fight-or-flight response. Behaviorally, individuals often resort
to avoidance strategies to escape social situations, which can reinforce and
worsen their anxiety over time. These symptoms collectively make it difficult
for affected individuals to develop and maintain social relationships, pursue
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CHAPTER TWO
REVIEW OF LITERATURE
academic goals, or advance in their careers (Hofmann, Asnaani, Vonk,
Sawyer, & Fang, 2021).
Social phobia often develops during adolescence and, if left untreated,
can persist into adulthood, significantly affecting an individual’s
psychological well-being and life opportunities. Researchers have identified
multiple
contributing
factors,
including
genetic
predisposition,
environmental influences, and neurobiological imbalances. Studies suggest
that individuals with a family history of anxiety disorders are at a higher risk
of developing
social phobia, indicating
a hereditary component.
Furthermore, traumatic social experiences, such as bullying, rejection, or
public embarrassment, can contribute to the onset of the disorder.
Neurobiologically, dysfunction in the amygdala—a brain region responsible
for processing fear—has been linked to heightened responses to perceived
social threats, making social interactions particularly distressing for
individuals with social phobia (Mennin, 2020).
Fortunately, various treatment strategies have been proven effective
in managing social phobia and improving the quality of life for those
affected. Cognitive-behavioral therapy (CBT) is the most widely used
psychological intervention, helping individuals identify and challenge
irrational fears while gradually exposing them to feared social situations to
reduce anxiety responses. Additionally, medications such as selective
serotonin reuptake inhibitors (SSRIs) and serotonin-norepinephrine
reuptake inhibitors (SNRIs) can help regulate neurotransmitter imbalances
and alleviate symptoms in severe cases. Other interventions, including
9
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REVIEW OF LITERATURE
mindfulness techniques, relaxation training, and social skills training, can also
assist individuals in developing confidence and coping mechanisms to
navigate social situations more effectively. By addressing both the cognitive
and physiological aspects of social phobia, treatment can significantly
improve individuals’ ability to engage in meaningful social interactions and
lead fulfilling lives (Kircanski et al., 2019).
2.3 Possible Causes of Social Phobia
Social phobia, also known as social anxiety disorder, is a complex
condition influenced by multiple factors, including genetic, biological,
psychological, and environmental elements. Research has shown that
genetic predisposition plays a significant role in the development of social
anxiety. Individuals with a family history of anxiety disorders are more likely
to develop social phobia, suggesting that genetic factors contribute to the
disorder’s onset. Twin studies have also indicated a heritability component,
with social anxiety being more common among identical twins than fraternal
twins. Additionally, variations in specific genes related to serotonin
regulation, such as the serotonin transporter gene (5-HTTLPR), have been
linked to heightened social anxiety symptoms. These genetic vulnerabilities
may make some individuals more susceptible to developing the disorder
when combined with environmental stressors (Hofmann, 2021).
Neurobiological factors also play a crucial role in the development of
social phobia. Studies using brain imaging techniques have revealed that
individuals with social anxiety disorder often exhibit hyperactivity in the
amygdala, the brain region responsible for processing fear and threat-
10
CHAPTER TWO
REVIEW OF LITERATURE
related stimuli. This heightened activity causes an exaggerated fear response
in social situations, making individuals perceive them as more threatening
than they actually are. Additionally, abnormalities in neurotransmitter
systems, particularly serotonin and gamma-aminobutyric acid (GABA),
have been associated with increased social anxiety. Low levels of serotonin,
a neurotransmitter involved in mood regulation, have been linked to
heightened anxiety, while deficits in GABA, an inhibitory neurotransmitter,
contribute to an inability to regulate anxious responses effectively (Mennin,
2020).
Psychological factors, including personality traits and cognitive
patterns,
also contribute to the development of social phobia. Many
individuals with social anxiety exhibit high levels of behavioral inhibition
from early childhood, meaning they are naturally more reserved, cautious,
and fearful in unfamiliar situations. This temperament can make them
more prone to developing excessive social fears later in life. Moreover,
individuals with social anxiety tend to have maladaptive thought patterns,
such as excessive self-criticism, fear of negative evaluation, and catastrophic
thinking. They often perceive social interactions as threatening and believe
that any minor mistake will lead to embarrassment or rejection. These
distorted beliefs reinforce avoidance behaviors, making social situations
even more distressing overtime (Rapee & Spence, 2022).
Environmental and social influences also contribute to the onset of
social phobia. Negative early-life experiences, such as bullying, parental
overprotection, rejection, or harsh criticism, can lead to increased
11
CHAPTER TWO
REVIEW OF LITERATURE
vulnerability to social anxiety. Children who grow up in environments where
they are frequently judged or ridiculed may develop a persistent fear of
being scrutinized by others. Additionally, cultural and societal factors play a
role, as individuals from collectivist cultures, where social harmony and
group approval are highly valued, may experience greater anxiety in social
settings due to the pressure to conform. The combination of these
environmental influences with genetic and neurobiological factors suggests
that social phobia arises from a complex interplay of multiple causes rather
than a single determinant (Beidel & Turner, 2020).
2.4 Symptoms of Social Phobia
Social phobia, or social anxiety disorder, is characterized by a
wide range of psychological, physical, and behavioral symptoms that
significantly
impact
an individual’s daily life. One of the primary
psychological symptoms is an overwhelming fear of social situations where
the person believes they may be judged, embarrassed, or humiliated. This
fear is often persistent and irrational, causing individuals to anticipate
worst-case scenarios in social interactions. Those affected may experience
excessive self-consciousness, a strong desire to avoid attention, and extreme
worry about upcoming social events. These cognitive symptoms can lead
to significant distress, making it difficult for individuals to engage in routine
activities such as speaking in class, attending social gatherings, or interacting
with authority figures (American Psychiatric Association, 2019).
In addition to psychological distress, individuals with social phobia
often experience intense physical symptoms when faced with feared social
12
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REVIEW OF LITERATURE
situations. The body's natural "fight-or-flight" response becomes overactive,
leading to
symptoms
such as rapid heartbeat, excessive sweating,
trembling, dizziness, shortness of breath, nausea, and blushing. Some
individuals may also experience muscle tension, dry mouth, or an upset
stomach due to heightened anxiety. These physiological reactions can be
distressing and further reinforce the fear of social situations, as individuals
become more aware of their physical discomfort and worry that others will
notice their nervousness (Hofmann, Asnaani, Vonk, Sawyer, & Fang, 2021).
The behavioral symptoms of social phobia are often characterized by
avoidance of situations that may trigger anxiety. Individuals may goto great
lengths to avoid social interactions, such as skipping classes, declining
invitations to social events, or refusing to make eye contact during
conversations. In academic or professional settings, they may struggle with
speaking up in meetings, participating in group discussions, or giving
presentations, which can negatively impact their academic or career success.
Overtime, avoidance behaviors can lead to social isolation, missed
opportunities, and a reduced quality of life. Unfortunately, this avoidance
often reinforces social anxiety, making it more difficult for individuals to
overcome their fears (Rapee & Spence, 2022).
The severity of social phobia symptoms varies from person to person.
While some individuals may experience mild anxiety in specific situations,
others may struggle with severe and persistent symptoms that affect
multiple aspects of their lives. If left untreated, social anxiety can contribute
to other mental health conditions, such as depression or substance abuse, as
13
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REVIEW OF LITERATURE
individuals may turn to alcohol or drugs to cope with their anxiety. Early
intervention through therapy, medication, and social support can help
individuals manage their symptoms effectively and improve their ability
to navigate social situations with greater confidence (Beidel & Turner, 2020).
2.5 Diagnosis of Social Phobia
A key component of diagnosing social phobia is the clinical interview,
in which a mental health professional assesses the patient’s symptoms,
medical history, and behavioral patterns. The clinician may ask about the
specific social situations that trigger anxiety, the severity of avoidance
behaviors, and the impact of these symptoms on daily life. Standardized
assessment tools, such as the Social Phobia Inventory (SPIN) and the
Liebowitz Social Anxiety Scale (LSAS), are commonly used to measure the
intensity of social anxiety and its effects on different aspects of life. These
diagnostic instruments help in identifying the presence of social phobia
and distinguishing it from normal shyness or temporary situational anxiety
(Heimberg, 2023).
In addition to self-report measures and clinical interviews, differential
diagnosis is crucial in ensuring that social phobia is not mistaken for other
psychological disorders. For example, individuals with avoidant personality
disorder (AVPD) also exhibit extreme social fear, but their condition is more
pervasive and affects nearly all aspects of their lives, whereas social phobia
maybe limited to specific situations, such as public speaking or meeting
strangers. Similarly, individuals with panic disorder may experience
intense anxiety in social settings, but their panic attacks often occur
14
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REVIEW OF LITERATURE
unexpectedly rather than being specifically tied to social interactions.
Understanding these distinctions is essential for accurate diagnosis and
effective treatment planning (Mennin, 2020).
2.6 Social Phobia in the University Educational Environment
Social phobia, or social anxiety disorder, can have a profound impact
on students in a university setting, affecting their academic performance,
social interactions, and overall well-being. University life often requires
students to engage in various social and academic activities, such as
participating in class discussions, delivering presentations, collaborating
on group projects, and networking with peers and professors. For
students with social phobia, these activities can be highly distressing, leading
to avoidance behaviors that hinder their educational progress. The fear of
negative evaluation or embarrassment may prevent affected students
from asking questions in class, seeking academic support, or attending social
events, ultimately limiting their opportunities for personal and professional
growth (Rodebaugh, 2022).
The academic challenges faced by students with social anxiety
disorder are significant. Many university courses require students to engage
in verbal communication, whether through debates, oral exams, or
interactive learning experiences. Public speaking, in particular, is one of the
most common triggers for individuals with social phobia. The intense fear of
being judged by professors and classmates can lead to physical symptoms
such as rapid heartbeat, sweating, and trembling, making it difficult for
students to concentrate and perform effectively. As a result, some
15
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REVIEW OF LITERATURE
students may experience declining grades, avoid participation in mandatory
activities, or even drop out of courses that require frequent public
interaction. This avoidance behavior reinforces their anxiety, creating
a cycle of self-isolation and academic underachievement (Heimberg,
2023).
Beyond academics, social anxiety in the university environment
can
also
affect students’ ability to form friendships and engage in
extracurricular activities. Many students with social phobia struggle to
initiate conversations, attend social gatherings, or integrate into peer
groups, leading to feelings of loneliness and isolation. Since university life is
often seen as a time for building professional networks and lifelong
friendships, students with social anxiety may find it difficult to establish the
social connections that are crucial for personal and career development.
Additionally, the pressure to perform well in interviews for internships or
job placements can be overwhelming for socially anxious students,
further impacting their future opportunities and success in their chosen
field (Beidel & Turner, 2020).
2.7 Treatment Strategies for Social Phobia
Effective treatment strategies for social phobia, also known as social
anxiety disorder, include a combination
of psychological therapies,
medication, and self-help techniques. Cognitive-behavioral therapy (CBT)
is widely recognized as the most effective form of treatment. CBT helps
individuals identify and challenge negative thought patterns that contribute
to their fear of social situations. A key component of CBT is exposure therapy,
16
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where individuals gradually face social situations that cause anxiety, allowing
them to build confidence and reduce avoidance behaviors overtime. Studies
have shown that CBT leads to long-term improvement in individuals with
social anxiety by teaching them coping strategies to manage distressing
situations more effectively (Hofmann et al., 2021).
In addition to psychotherapy, pharmacological treatments are often
used to help manage the symptoms of social phobia, particularly in
moderate to severe cases. Selective serotonin reuptake inhibitors (SSRIs),
such as paroxetine and sertraline, are commonly prescribed to regulate
neurotransmitter
imbalances
that
contribute
to anxiety.
These
medications help reduce excessive fear and physical symptoms associated
with social anxiety. Beta-blockers, such as propranolol, are also used in
specific situations, such as public speaking, to control physical symptoms like
rapid heartbeat and trembling. While medication can be effective, it is
usually recommended alongside therapy rather than as a standalone
treatment, as it does not address the underlying thought patterns that
contribute to social phobia (Kircanski et al., 2019).
Beyond professional treatment, individuals with social phobia can
benefit from self- help strategies and lifestyle modifications. Mindfulness
and relaxation techniques, such as deep breathing exercises, progressive
muscle relaxation, and meditation, can help individuals manage their anxiety
in social situations.
Social skills training, which focuses on improving
communication and interpersonal skills, can also be beneficial in helping
individuals feel more comfortable in social interactions. Additionally,
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engaging in regular physical exercise has been shown to reduce anxiety by
promoting the release of endorphins and improving overall mental wellbeing. These self-help strategies can complement therapy and medication,
empowering individuals to take an active role in managing their condition
(Beidel & Turner, 2020).
Support systems, including peer support groups and mental health
resources in educational and professional settings, play a crucial role in
helping individuals with social anxiety. Many universities and workplaces
offer
counseling
services, workshops, and support groups where
individuals can share their experiences and receive guidance from
professionals and peers. Encouraging open discussions about mental health
and reducing the stigma associated with anxiety disorders can create a more
supportive environment for those affected. By integrating multiple
treatment strategies—including therapy, medication, self-help techniques,
and social support— individuals with social phobia can improve their quality
of life, gain confidence, and successfully navigate social and professional
settings (Rapee & Spence, 2022).
2.8 The Role of Nursing Colleges in Supporting Students with Social Phobia
Nursing colleges play a vital role in identifying, supporting, and
empowering students with social phobia, ensuring they can successfully
navigate both academic and clinical environments. Given that nursing
education
involves
frequent
interactions
with patients, peers, and
instructors, students with social anxiety may struggle with essential activities
such as patient communication, teamwork, and public speaking. To address
18
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REVIEW OF LITERATURE
these challenges, nursing colleges can implement targeted support
programs, such as mental health awareness campaigns, peer mentoring, and
access to counseling services. These initiatives help create a more
inclusive and understanding academic environment, encouraging students
with social anxiety to seek help without fear of stigma (Beidel & Turner,
2020).
One of the most effective ways nursing colleges can support students
with social phobia is by incorporating mental health education into their
curriculum. Training students on anxiety disorders, stress management,
and coping strategies not only benefits those struggling with social anxiety
but also prepares future nurses to support patients facing similar challenges.
Faculty members can also play a critical role by fostering a supportive
learning atmosphere. Professors can implement flexible teaching methods,
such as offering alternative assessments for students uncomfortable with
oral presentations or encouraging small group discussions instead of large,
intimidating classroom interactions. By acknowledging the diverse needs
of students, nursing colleges can help reduce academic stress and promote
a more adaptive learning experience (Hofmann et al., 2021).
Clinical training is a crucial component of nursing education, yet it can
be particularly anxiety-inducing for students with social phobia. To ease
this transition, nursing programs can offer gradual exposure to patient
interactions through simulation-based training. Virtual patient encounters,
role-playing exercises, and supervised clinical practice in low-stress
environments can help students build confidence before engaging in real-
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world clinical settings. Additionally, mentorship programs pairing students
with experienced nurses can provide guidance and reassurance, helping
them
develop essential communication and patient-care skills in a
supportive environment. Such approaches allow students with social anxiety
to progress at their own pace while gaining the necessary competencies to
succeed in their profession (Rodebaugh, 2022).
Beyond academic and clinical training, nursing colleges must also
promote mental health resources and support networks for students
experiencing social anxiety. Establishing peer support groups, organizing
workshops on anxiety management, and providing easy access to counseling
services can significantly improve students’ well- being. Colleges should also
collaborate with healthcare professionals to offer therapy and intervention
programs tailored to students' needs. By fostering an environment that
prioritizes mental health and inclusivity, nursing institutions can ensure
that
all students, regardless of their social anxiety levels, have the
opportunity to develop into competent and confident healthcare
professionals.
2.9 The Impact of Social Phobia on Nurse-Patient Communication Skills
Effective communication is a fundamental skill for nurses, enabling
them to build trust, gather critical patient information, and provide
emotional support. However, social phobia can significantly hinder a nurse’s
ability to communicate confidently and effectively with patients. Nurses
with social anxiety may struggle with initiating conversations, making eye
contact, or providing clear explanations about medical procedures. This can
20
CHAPTER TWO
REVIEW OF LITERATURE
lead to misunderstandings, decreased patient satisfaction, and even
compromised patient care. Since nursing involves continuous interaction
with patients, families, and healthcare professionals, the presence of social
phobia can create challenges that not only affect the nurse’s professional
development but also impact the overall quality of healthcare services
(McCabe, 2021).
One of the main difficulties faced by nurses with social phobia is their
tendency to avoid social interactions, which can directly affect patient
engagement. Effective nurse-patient communication requires active
listening, empathy, and assertiveness— qualities that socially anxious nurses
may find difficult to demonstrate. For example, a nurse with social phobia
might avoid prolonged conversations with patients, leading to a lack of
emotional support and reassurance. Patients often look to nurses for
comfort and guidance, especially in stressful or painful situations. If a nurse
struggles to communicate effectively due to anxiety, the patient may feel
neglected, misunderstood, or unsupported, which can negatively influence
their overall healthcare experience (O'Hagan et al., 2020).
Furthermore, social anxiety can impact a nurse’s ability to collaborate
with colleagues, which is essential for ensuring comprehensive patient care.
Nurses must frequently communicate with doctors, therapists, and other
healthcare professionals to discuss patient conditions, treatment plans, and
necessary interventions. A socially anxious nurse may hesitate to ask
questions, clarify instructions, or voice concerns, potentially leading to
medical errors or delays in treatment. Additionally, poor communication
21
CHAPTER TWO
REVIEW OF LITERATURE
among healthcare providers can contribute to misunderstandings and
inefficiencies in patient care. Addressing social phobia in nursing education
and professional training is
therefore
crucial
to
prevent
these
communication breakdowns and improve teamwork within healthcare
settings (Henderson et al., 2019).
To mitigate the impact of social phobia on nurse-patient
communication, nursing institutions and healthcare organizations should
implement targeted interventions. Providing communication skills training,
exposure therapy, and mental health support can help socially anxious
nurses develop confidence in interacting with patients. Simulation-based
training and role-playing exercises can also allow nurses to practice real-life
patient interactions in a low-stress environment. Additionally, encouraging
an open dialogue about mental health challenges in nursing can help reduce
stigma and ensure that socially anxious nurses receive the support they
need. By addressing social phobia through education and professional
development, healthcare institutions can improve both nurse well-being and
patient satisfaction, ultimately leading to better healthcare outcomes (Beidel
& Turner, 2020).
2.10 Social Phobia and Its Relationship with Burnout Among Nursing
Students
Social phobia and burnout are two psychological conditions that can
be closely linked, especially among nursing students who experience high
levels of stress due to academic and clinical demands. Nursing education is
inherently stressful, requiring students to balance rigorous coursework,
22
CHAPTER TWO
REVIEW OF LITERATURE
clinical placements, and emotional demands. For students with social
anxiety, these challenges can be compounded by a fear of negative
evaluation in clinical environments, classroom participation, and social
interactions. As a result, the constant anxiety and avoidance behaviors
associated with social phobia may contribute to emotional exhaustion, a
core component of burnout. The persistent stress of navigating social
situations combined with academic pressures can lead to feelings of
inadequacy, fatigue, and ultimately, burnout (Rothbaum et al., 2018).
The connection between social phobia and burnout in nursing
students is particularly evident in the areas of emotional exhaustion and
depersonalization. Students with social anxiety often avoid engaging with
peers and faculty, which may result in isolation and a lack of emotional
support. This social withdrawal can intensify feelings of loneliness, reducing
the opportunity for positive social reinforcement. Additionally, the
emotional labor involved in providing patient care can exacerbate the
distress experienced by socially anxious students, especially when they are
unable to connect with patients on an emotional level due to their anxiety.
Overtime, these accumulated emotional and social challenges can lead to
burnout symptoms, such as a sense of helplessness, a reduced sense of
personal accomplishment, and overall fatigue (Schaufeli et al., 2023).
Burnout among nursing students with social anxiety can also affect
their academic performance and clinical competence. Students struggling
with social phobia may have difficulty speaking up in class, participating in
group activities, or seeking help from
23
CHAPTER TWO
REVIEW OF LITERATURE
instructors, which can hinder their academic progress. In clinical settings,
their anxiety might prevent them from effectively interacting with patients,
leading to decreased confidence and job satisfaction. The lack of positive
reinforcement from peers and instructors can further exacerbate their sense
of failure, contributing to a cycle of stress and burnout. As the anxiety and
burnout intensify, students may develop coping mechanisms such as
disengagement from academic tasks, avoidance of clinical duties, or neglect
of self-care, all of which contribute to a decline in mental health and overall
performance (McCabe, 2021).
Addressing both social phobia and burnout in nursing students
requires a multifaceted approach. Universities and nursing schools should
integrate mental health support services, such as counseling, therapy, and
stress management workshops, into their curricula. Faculty members can
also be trained to recognize the signs of social anxiety and burnout, allowing
for early intervention and support. Encouraging peer support groups,
mentorship programs, and creating an inclusive and understanding
environment can provide the necessary social safety net for students with
social anxiety. By recognizing the link between social phobia and burnout,
nursing schools can take proactive steps to support students’ mental
health, ultimately leading to improved well-being, academic success, and
professional growth (Beidel & Turner, 2020).
24
CHAPTER THREE
METHODOLOGY
Chapter Three
Methodology
3.1. Design of the Study:
A descriptive cross-sectional study was conducted in the University
of Basrah college of nursing from 7th November 2024 to the 20th of April
2025.
3.2. Settings of the project:
The present study was conducted in Basra governorate at University
of Basrah (Nursing college).
3.3. The Sample of the project:
Non -probability (a purposive sample of 400 students (males and
females) in College of Nursing according to following:
Inclusion criteria:
• Male and female students.
• Both morning and evening studies.
3.4. Project Instrument:
The questionnaire was adopted after extensive review of available
literature and related studies.
The study instrument consists two parts: The first part is about the
demographic characteristics of the students. Consists of sex, age, college,
academic stage, marital status, type of study, student's order among siblings,
number of siblings, place of residence, economic status.
The second part, it relates to the Social Phobia Inventory (SPIN).
26
CHAPTER THREE
METHODOLOGY
The scale was built by reviewing the psychological literature of the
study, as well as by reviewing previous studies related to the subject of the
study, and based on the above. The scale as 17-item self-rating scale for
social anxiety disorder (social phobia). The scale is rated over the past week
and includes items assessing each of the symptom domains of social
anxiety disorder (fear, avoidance, and physiologic arousal).
Instruments were translated into Arabic using the forward-backward
translation method and were pilot-tested with a small group of nursing
students to ensure clarity and cultural appropriateness. Cronbach’s alpha for
both scales in the current study was above 0.80, indicating high internal
consistency.
3.5. Measures:
In this study, two standardized instruments were used to measure the
core variables: Social Phobia Inventory (SPIN)
1. Social Phobia Inventory (SPIN)
To assess the level of social phobia among nursing students at the
University of Basrah, this study employs the Social Phobia Inventory (SPIN).
Developed by Connor et al. (2000), SPIN is a widely used, validated, and
reliable self-report instrument designed to measure the presence and
severity of symptoms related to social anxiety disorder.
The SPIN consists of 17 items, each rated on a 5-point Likert scale
ranging from (0 = Not at all 1 = A little bit 2 = Somewhat 3 = Very much 4 =
Extremely)
27
CHAPTER THREE
METHODOLOGY
3.6. Statistical data Analysis:
The following statistical data analysis approaches were applied in
order to analyze the data of the present study through using (spss-ver.26)
1. Arithmetic Mean (M)
2. Standard deviation (Sd)
3. Percent (%)
4. Chi-Square
5. Frequency
28
CHAPTER FOUR
RESULTS
Chapter Four
Results of The Study
The statistical procedures were applied for the purpose of analyzing the
results of the present study; the results were manipulated and interpreted. Those
results are based on the sample responses to the study instrument.
AGE
Female
71.8%
Male
Female
Male
28.2%
Figure (1): Distribution of the Sample according to their sex (N=400)
The results show that more than half of the study sample (71.8%) are female.
Table (1): Distribution of Participants by Age Group
Age Group
Frequency
Percentage (%)
17-24
329
82.3%
25-34
63
15.7%
35-45
8
2%
Total
400
100%
Most participants were in the 17–24 age group (82.3%), reflecting the typical
university age range. Only a small portion were older than 25.
30
CHAPTER FOUR
RESULTS
Table (2): Distribution of Participants by marital status
College Name
Frequency
Percentage (%)
Single
355
88.8%
Married
40
10.0%
Widowed/Divorced
5
1.2%
Total
400
100%
The overwhelming majority of students were single (88.8%), followed by
married students (10%) and a small portion (1.2%) who were widowed or divorced.
Table (3): Distribution of Participants by academic year
Stage of Study
Frequency
Percentage (%)
First
115
28.7%
Second
110
27.5%
Third
53
13.3%
Fourth
122
30.5%
Total
400
100%
The highest proportion of students were in their fourth year (30.5%),
followed closely by first-year (28.7%) and second-year (27.5%) students
Table (4): Distribution of Participants by Type of Study
Type of Study
Frequency
Percentage (%)
Morning Study
242
60.5
Evening Study
158
39.5
Total
400
100%
Morning students made up 60.5% of the sample, while 39.5% were enrolled in
evening study.
31
CHAPTER FOUR
RESULTS
Table (5): Distribution of Participants by Student's Order Among Siblings
Place of Home
Frequency
Percentage (%)
First
125
31.3%
Middle
216
54%
Last
59
14.7%
Total
400
100%
The results show that First-born (31.3%), Middle (54%), Last-born (14.7%)
Table (6): Distribution of Participants by Number of Siblings
Family Structure
Frequency
Percentage (%)
None
13
3.2%
One or more
387
96.8%
Total
400
100%
The result show that the majority of student (96.8%) has more than one sibling
Table (7): Distribution of Participants by Place of Residence
Family Structure
Frequency
Percentage (%)
City Center
170
42.5%
Sub-district or Rural Area
230
57.5%
Total
400
100%
Students from rural/sub-district areas (57.5%) exceeded those from urban
centers (42.5%)
32
CHAPTER FOUR
RESULTS
Table (8): Distribution of Participants by Economic Status
Family Structure
Frequency
Percentage (%)
Good
105
26.3%
Average
274
68.5%
Poor
21
5.2%
Total
400
100%
Average financial status was reported by 68.5%, followed by good (26.3%) and
poor (5.2%)
Table (9): The Total Level of social phobia
Level of social phobia
Frequency
Percent %
Low
189
47.3%
Moderate
193
48.3%
Severe
18
4.4%
Total
400
100%
((Cut of point= 1.33)) ((0 -1.33 = Low ;1.34– 3.67 = Moderate ; 2.68 – 4.01=High))
The results demonstrate that around (48.3%) of the study group students had
Moderate level of social phobia, (47.3 %) had low level, and only (4.4%) had high
level.
33
CHAPTER FOUR
RESULTS
Table (10): The Relationship Between Students’ Levels of social phobia and their
Demographic Characteristics
Demographic
Data
psychological resilience
Rating
Low Moderate High
17-24
155
159
15
25-34
32
29
2
35-45
2
5
1
Male
60
49
4
Female
129
144
14
First
54
57
4
Second
51
50
9
Third
23
27
3
Fourth
61
Single
172
167
16
Married
15
23
2
Widowed/Divorced
2
3
0
First
58
60
7
Middle
103
105
8
Last
28
28
3
Number of
None
5
8
0
Siblings
One or more
184
185
18
Age
Sex
Academic year
Marital status
Student's Order
Among Siblings
59
Level of
Chi-Sq
D. F
2.795a
4
0.593 NS
2.242a
2
0.326 NS
6.639a
6
0..356 NS
2.176a
4
0.703 NS
.729a
4
0.948 NS
1.316a
2
0.518 NS
Significant
2
34
CHAPTER FOUR
Place of
Residence
Type of study
RESULTS
City Center
85
80
5
Sub-district or
Rural Area
104
113
13
Morning
120
110
12
Evening
69
83
6
2.157a
2
0.340 NS
2.895a
4
0.576 NS
The result shows that their non-significant variables: age, sex, academic year,
marital status, student's order among siblings, number of siblings, place of
residence, type of study.
35
CHAPTER FIVE
DISCUSSION OF RESULTS
Chapter Five
Discussions of the Results
This chapter discusses the results of this study regularly with the
support of the previous studies for the benefits of this discussion
5.1. Discussion of Demographic Characteristics of the students
The result in Figure (1) shows that the majority of participants were
female (71.8%), while males represented 28.2% of the sample. Al-Zahrani
(2019) also reported that 70% of the nursing students in his Saudi sample
were female.
A significant proportion of students (82.3%) were between the ages of
17–24, which is expected for undergraduate nursing students. Elsheikh and
Alqurashi (2021) found that 80% of health college students in Saudi Arabia
fell within this same age group.
The overwhelming majority of students were single (88.8%), followed
by married students (10%) and a small portion (1.2%) who were widowed or
divorced. Ahmed et al. (2021) reported a similar marital status distribution
in an Egyptian university sample (85% single).
The highest proportion of students were in their fourth year (30.5%),
followed closely by first-year (28.7%) and second-year (27.5%) students,
Suleiman et al. (2021) found a similar trend in Iraqi nursing colleges, where
senior students had higher enrolment rates due to clinical placements and
graduation requirements.
37
CHAPTER FIVE
DISCUSSION OF RESULTS
Morning students made up 60.5% of the sample, while 39.5% were
enrolled in evening study, Zaki et al. (2022) found that evening students
often experienced greater external stressors, such as work or family
responsibilities, which may elevate anxiety.
5.2. Discussion the total level of social phobia.
The result in table (9) show that 48.3% of students had moderate levels of
social phobia, while 47.3% had low levels, and only 4.5% reported severe
social phobia. This indicates that social phobia is relatively common among
nursing students, though the majority experience it at moderate or low
levels.
This is consistent with findings from multiple studies. For example, AlZahrani (2019) in Saudi Arabia reported moderate levels of social anxiety in
45% of nursing students. Likewise, Abou ElWafa et al. (2019) in Egypt found
that 52% of medical and nursing students suffered from moderate to high
levels of social phobia, In a Turkish study by Karayurt & Dicle (2017), nearly
half of the nursing students displayed signs of social anxiety, especially
during clinical rotations, suggesting that performance-based social stress
contributes significantly to anxiety development.
Similarly, Alnofaiey et al. (2020) emphasized that moderate levels of
social anxiety are typical in medical-related fields due to increased
expectations, performance pressure, and communication challenges in
clinical practice.
38
CHAPTER FIVE
DISCUSSION OF RESULTS
5.3. Discussion Relationship Between Students’ Level of social
phobia and their Demographic Characteristics
Table (10) shows that there is no relationship between the levels of social
phobia and the student demographic characteristics (age, sex, academic
year, marital status, student's order among siblings, number of siblings, place
of residence, type of study).
indifference in social phobia among health college students. However,
some studies contradict this. For instance, Shamsuddin et al. (2013) in
Malaysia reported that female students showed significantly higher levels of
social anxiety, possibly due to cultural and societal expectations regarding
public speaking and social interaction.
A similar finding was reported by Elgzar et al. (2020), who studied
Egyptian nursing students and concluded that age was not a major predictor
of social anxiety. However, other research, such as Khan et al. (2021), found
that younger students (<21 years) exhibited higher anxiety, possibly due to
lower levels of social confidence.
These results are consistent with Alharbi et al. (2019), who found
uniform anxiety levels across academic years in a study on Saudi medical
students. However, Suleiman et al. (2021) observed that social anxiety
decreased with academic progression, citing increased confidence and
clinical experience.
39
CHAPTER FIVE
DISCUSSION OF RESULTS
The results also in contrasts with Zaki et al. (2022), who found that
evening students often have more external stressors (e.g., work, family
responsibilities) and may be more vulnerable to anxiety.
comparable findings were observed in Ibrahim & Hassan (2020), who
studied Iraqi nursing students and reported minimal regional variation in
social anxiety levels, emphasizing the dominance of educational pressures
over residential background.
The results also support the results of Abdelrahman & Ghandour
(2021), who found that resilience among university students was more linked
to personality traits and academic support systems rather than family
structure or number of siblings.
40
CHAPTER SIX
CONCLUSIONS AND RECOMMENDATIONS
Chapter Six
Conclusions and Recommendations
This chapter deals with the findings of the study and provides
some recommendations that can be suggested for future research
6.1. Conclusions
Based on the findings of the present study, the researcher
concludes the following:
6.1.1. The findings of this study indicate that social phobia is a prevalent
psychological concern among nursing students at the University of Basrah,
with nearly half of the participants experiencing moderate levels of social
anxiety
6.1.2.
Interestingly, no statistically significant relationship was found
between social phobia levels and any of the examined demographic
variables, including gender, age, marital status, academic year, type of
study, place of residence, or economic status.
42
CHAPTER SIX
CONCLUSIONS AND RECOMMENDATIONS
6.2. Recommendations:
Based on the findings of the present study, the researcher
recommends the following:
6.2.1. A national study to look at this problem in a larger and more
representative sample size for university students
6.2.2. Nursing faculties should integrate psychological resilience and
communication skills training into the curriculum to better prepare students
for clinical and social challenges.
6.2.3. Universities should establish accessible counseling services tailored to
students facing social anxiety, particularly during clinical rotations and
public speaking tasks.
6.2.4. Future research should investigate the specific academic and
environmental stressors contributing to social phobia using longitudinal and
qualitative approaches.
6.2.5. Raising awareness among faculty members about the presence and
impact of social anxiety can foster a more supportive learning environment
that promotes student confidence and academic success.
43
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50
Appendix
A
In the Name of Allah, the Most Gracious, the Most Merciful
Form Number: __________
Note: Please put a check mark (✓) in the appropriate box.
Section One: Student Demographic Information
1. Age: ___________________________
2. Gender:
☐ Male
☐ Female
3. Academic Year:
☐ First ☐ Second ☐ Third
☐ Fourth
4. Marital Status:
☐ Single
☐ Married ☐ Widowed/Divorced
5. Type of Study:
☐ Morning ☐ Evening
6. Student's Order Among Siblings:
☐ First ☐ Middle
☐ Last
7. Number of Siblings:
☐ None☐ One or more
8. Place of Residence:
☐ City Center ☐ Sub-district or Rural Area
9. Economic Status:
☐ Good
☐ Average ☐ Poor
**Section Two: Social Phobia Inventory (SPIN)**
Below are a number of statements that describe how you might feel in different social situations.
Please place a check mark (✓) in the box that best indicates how much the statement applies to you.
No. Statement
1
I am afraid of people in
authority.
2
I am bothered by
blushing in front of
people.
3
Parties and social events
scare me.
4
I avoid talking to people I
don't know.
5
Being criticized scares me
a lot.
6
Fear of embarrassment
causes me to avoid doing
things or speaking to
people.
7
Sweating in front of
people causes me
distress.
8
I avoid going to parties.
9
I avoid activities in which
I am the center of
attention.
10 Talking to strangers
scares me.
11 I avoid having to give
speeches.
12 I would do anything to
avoid being criticized.
13 Heart palpitations bother
me when I am around
people.
14 I am afraid to do things
when people might be
watching.
15 Being embarrassed or
looking stupid is among
my worst fears.
16 I avoid speaking to
anyone in authority.
17 Trembling or shaking in
front of others bothers
me.
Not at all
☐
A little bit
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Somewhat
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Very much Extremely
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‫بسم هللا الرحمن الرحيم‬
‫رقم االستمارة‬
‫مالحظة‪ :‬ضع أشارة صح( ✓ ) في المربع المناسب‬
‫ب‬
‫يوغرافيةاللطال ا‬
‫لا‪:‬ااملعلوماتاالد ا‬
‫أو ا‬
‫‪ .1‬العمر ‪:‬‬
‫‪ .2‬جنس الطالب ‪:‬‬
‫أنثى‬
‫ذكر‬
‫‪ .3‬المرحلة ‪:‬‬
‫األولى‬
‫الثالثة‬
‫الثانية‬
‫الرابعة‬
‫‪ .4‬الحالة االجتماعية‪:‬‬
‫اعزب‬
‫متزوج ‪/‬ـــة‬
‫ارمل ‪/‬ــة او مطلق ‪/‬ـــة‬
‫‪ .5‬نوع الدراسة‬
‫مسائي‬
‫صباحي‬
‫‪ .6‬تسلسل الطالب بين اخوته‬
‫األول‬
‫األخير‬
‫الوسط‬
‫‪ .7‬عدد االخوة‬
‫ال يوجد‬
‫واحد معه او أكثر‬
‫‪ .8‬مكان السكن‬
‫ناحية او أطراف‬
‫مركز‬
‫‪ .9‬الحالة االقتصادية‪:‬‬
‫جيد‬
‫ا‬
‫ا‬
‫ا‬
‫ا‬
‫ثانياا‪:‬‬
‫متوسط‬
‫سيء‬
‫يعرضاعليكافيماايلياجمموعةامناالعباراتاالتياتعرباعمااتشعرابهاغالبا‪،‬ا ا‬
‫ت‬
‫العبـــارة‬
‫‪1‬‬
‫أخاف من التحدث مع اشخاص في مراكز السلطة‬
‫‪2‬‬
‫انزعج من احمرار وجهي امام االخرين‬
‫‪3‬‬
‫تخيفني المشاركة في الحفالت والمناسبات االجتماعية‬
‫‪4‬‬
‫أتجنب التحدث إلى أشخاص ال أعرفهم‪.‬‬
‫‪5‬‬
‫يخيفني أي نقد يوجه إلي‬
‫‪6‬‬
‫الخوف من االرتباك واالحراج يجعلني اتجنب التحدث امام‬
‫االخرين‬
‫‪7‬‬
‫يسبب لي العرق الزائد توترا وانزعاجا عندما اتحدث مع‬
‫االخرين‬
‫‪8‬‬
‫أتجنب الذهاب إلى الحفالت او المناسبات العامة‬
‫‪9‬‬
‫أتجنب األنشطة التي تجعلني محط انتباه لآلخرين‬
‫‪10‬‬
‫يخيفني الحديث مع الغرباء‪.‬‬
‫‪11‬‬
‫أتجنب المواقف التي يطلب مني فيها ان ألقي كلمة‬
‫‪12‬‬
‫افعل أي شيء كي اتجنب انتقاد االخرين لي‬
‫‪13‬‬
‫يزعجني ازدياد معدل ضربات قلبي عندما أكون بين‬
‫الناس‬
‫‪14‬‬
‫أخشى القيام بأي عمل إذا كان هناك من ينظر إلي‬
‫‪15‬‬
‫الخوف من االحراج واالرتباك هو اشد المخاوف تأثيرا‬
‫علي‬
‫‪16‬‬
‫اتجنب الحديث مع أي شخص ذي سلطة‬
‫‪17‬‬
‫تزعجني الرجفة أو الرعشة امام االخرين‬
‫ا‬
‫الابدا قليال نوعا ما كثيرا‬
‫غالبا‬
Appendix
B
‫‪List of experts‬‬
‫ت‬
‫اسم الخبير‬
‫اللقب العلمي‬
‫‪1‬‬
‫محفوظ فالح حسن‬
‫استاذ دكتور‬
‫‪2‬‬
‫سجاد سالم عيس ى‬
‫أستاذ دكتور‬
‫دكتوراه طب االسرة‬
‫‪3‬‬
‫سندس باقر‬
‫أستاذ مساعد‬
‫دكتوراه تمريض االم‬
‫جامعة البصرة ‪ /‬كلية‬
‫دكتور‬
‫والوليد‬
‫التمريض‬
‫‪4‬‬
‫وصفي ظاهرعبد علي‬
‫‪5‬‬
‫فراس عبد القادرجاسم‬
‫‪6‬‬
‫احمد ثامر‬
‫مدرس دكتور‬
‫‪7‬‬
‫افكارفاضل‬
‫مدرس‬
‫‪8‬‬
‫كاظم جواد‬
‫مدرس‬
‫ماجستيرتمريض اطفال‬
‫‪9‬‬
‫سجى كريم‬
‫مدرس مساعد‬
‫ماجسيترتمريض بالغين‬
‫استاذ مساعد‬
‫دكتور‬
‫أستاذ مساعد‬
‫دكتور‬
‫االختصاص‬
‫مكان العمل‬
‫دكتوراه فسيولوجيا‬
‫جامعة البصرة ‪ /‬كلية‬
‫التدريب‬
‫التمريض‬
‫دكتوراه فسلجة مرضية‬
‫دكتوراه طب االسرة‬
‫دكتوراه تمريض بالغين‬
‫جامعة البصرة ‪ /‬كلية‬
‫التمريض‬
‫جامعة البصرة ‪ /‬كلية‬
‫التمريض‬
‫جامعة البصرة ‪ /‬كلية‬
‫التمريض‬
‫جامعة البصرة ‪ /‬كلية‬
‫التمريض‬
‫ماجستيرصحة نفسية‬
‫جامعة البصرة ‪ /‬كلية‬
‫وعقلية‬
‫التمريض‬
‫جامعة البصرة ‪ /‬كلية‬
‫التمريض‬
‫جامعة البصرة ‪ /‬كلية‬
‫التمريض‬
‫الخالصة‬
‫ّ‬
‫ً‬
‫عائقا ً‬
‫كبيرا أمام التعلم والتطوير املنهي‪ .‬تتطلب‬
‫الخلفية‪ :‬قد ُيشكل الرهاب االجتماعي لدى طالب التمريض‬
‫ً‬
‫مهنة التمريض مهارات تواصل ّ‬
‫ً‬
‫جماعيا‪ ،‬ومهارات التعامل مع اآلخرين‪ ،‬وهي مهارات أساسية‬
‫فعالة‪ ،‬وعمال‬
‫لرعاية املرض ى وسالمتهم‪ً .‬‬
‫غالبا ما يواجه الطالب املصابون بالقلق االجتماعي صعوبة في املشاركة في مناقشات‬
‫الصف‪ ،‬أو حضورالتدريبات السريرية‪ ،‬أو التفاعل مع املرض ى واملشرفين‪.‬‬
‫األهداف‪ :‬تقدير مدى انتشار الرهاب االجتماعي بين طالب كلية التمريض‪ ،‬وقياس مستويات شدة أعراض‬
‫القلق االجتماعي (خفيفة‪ ،‬متوسطة‪ ،‬شديدة)‪ ،‬ومعرفة العالقة بين الرهاب االجتماعي والخصائص‬
‫الديموغر افية للطالب‪ ،‬مثل‪ :‬العمر‪ ،‬والجنس‪ ،‬والجامعة‪ ،‬واملرحلة الدراسية‪ ،‬ونوع الدراسة‪ ،‬ومكان السكن‬
‫واملستوى االقتصادي لألسرة‪.‬‬
‫منهجية البحث‪ :‬أجريت دراسة وصفية مقطعية في كلية التمريض بجامعة البصرة في الفترة من ‪ 7‬نوفمبر‬
‫‪ 2024‬إلى ‪ 20‬أبريل ‪ .2025‬غير احتمالية (عينة قصدية من ‪ 400‬طالب وطالبة) في كلية التمريض‪ .‬تم تصميم‬
‫استبيان من قبل الباحث‪ ،‬وتم اعتماد املقاييس وتعديلها من خالل مراجعة واسعة لألدبيات ذات الصلة‪.‬‬
‫النتائج‪ :‬أظهرت النتائج أن حوالي (‪ )٪48.3‬من طالب مجموعة الدراسة لديهم مستوى متوسط من الرهاب‬
‫االجتماعي‪ ،‬و (‪ )٪47.3‬لديهم مستوى منخفض‪ ،‬و (‪ )٪4.4‬فقط لديهم مستوى مرتفع‪.‬‬
‫االستنتاجات‪ :‬تشير النتائج إلى أن الرهاب االجتماعي هو مصدر قلق نفس ي شائع بين طالب التمريض في‬
‫جامعة البصرة‪ ،‬حيث يعاني ما يقرب من نصف املشاركين من مستويات متوسطة من القلق االجتماعي‪ .‬كما‬
‫لم يتم العثور على عالقة ذات داللة إحصائية بين مستويات الرهاب االجتماعي وأي من املتغيرات‬
‫الديموغر افية املدروسة‪ ،‬بما في ذلك الجنس والعمر والحالة االجتماعية والسنة الدراسية ونوع الدراسة‬
‫ومكان اإلقامة أو الوضع االقتصادي‪.‬‬
‫التوصيات ‪ ،‬ينبغي على كليات التمريض دمج التدريب على املرونة النفسية ومهارات التواصل في املناهج‬
‫الدراسية إلعداد الطالب بشكل أفضل للتحديات السريرية واالجتماعية‪ .‬ينبغي على الجامعات إنشاء خدمات‬
‫ً‬
‫ً‬
‫خصيصا للطالب الذين يعانون من القلق االجتماعي‪ ،‬وخاصة خالل التدريبات‬
‫إرشادية متاحة ومصممة‬
‫السريرية ومهام التحدث أمام الجمهور‪ .‬إن رفع مستوى الوعي بين أعضاء هيئة التدريس بوجود القلق‬
‫االجتماعي وتأثيره يمكن أن يعززبيئة تعليمية أكثر ً‬
‫دعما‪ ،‬مما يعززثقة الطالب بأنفسهم ونجاحهم األكاديمي‪.‬‬
‫كلية التمريض‬
‫جامعة البصرة‬
‫الرهاب االجتماعي لدى طلبة كلية التمريض في جامعة‬
‫البصرة‬
‫مشروع بحث تخرج‬
‫قدم الى مجلس كلية التمريض ‪ -‬جامعة البصرة‬
‫كجزء من متطلبات الحصول على شهادة البكالوريوس في علوم التمريض‬
‫من قبل الطلبة‬
‫امل بدر وشيل‬
‫حوراء علي جاسم‬
‫محمد ق اسم محمد‬
‫اشراف‬
‫املدرس‬
‫دعاء محمد باجي‬
‫نيسان ‪ 2025‬م‬
‫شوال ‪ 1446‬ه ـ‬