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Author: Richard Driscoll
Publisher:
ISBN:
Category :
Languages : en
Pages : 3
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Book Description
Nursing programs can be highly stressful, and the investigation was undertaken to see if nursing students are more test anxious than students in other fields. The Westside Test Anxiety Scale has administered to 298 nursing students at two colleges, and to a comparison group of 471 high school and college students. Fully 30% of nursing students were found to have high test anxiety, versus 17% of students in the comparison populations. Statistically, test anxiety was found to be significantly higher for the nursing students compared to other students. It is recommended that nursing programs be aware of the high stress and anxiety among their students and seek ways to overcome it.
Author: Richard Driscoll
Publisher:
ISBN:
Category :
Languages : en
Pages : 3
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Book Description
Nursing programs can be highly stressful, and the investigation was undertaken to see if nursing students are more test anxious than students in other fields. The Westside Test Anxiety Scale has administered to 298 nursing students at two colleges, and to a comparison group of 471 high school and college students. Fully 30% of nursing students were found to have high test anxiety, versus 17% of students in the comparison populations. Statistically, test anxiety was found to be significantly higher for the nursing students compared to other students. It is recommended that nursing programs be aware of the high stress and anxiety among their students and seek ways to overcome it.
Author: Annette Keller
Publisher:
ISBN:
Category : College dropouts
Languages : en
Pages : 206
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Book Description
Test anxiety is a phenomenon that was identified through research in the domains of education and psychology during the 1950s–1960s. As test anxiety and its effects have been identified and addressed in nursing programs, the same treatment modalities have been applied without evidence that nursing students experience test anxiety in the same manner as other students. The purpose of this study was to describe test anxiety as experienced by BSN nursing students using the sequential explanatory mixed methods design in an effort to gain insight into the anxiety experience of nursing students. A sample of 73 junior and senior nursing students was surveyed about their test anxiety experience. Survey results support that the test anxiety experience of nursing students is similar to other students based upon symptoms exhibited during testing (physical symptoms 71%, behavioral symptoms 62%, and cognitive symptoms 81%). High stakes testing was identified by 98% (n=72) of the students as the major trigger of test anxiety. All surveyed students (n=73) reported experiencing some level of test anxiety. From the survey’s sample population, a subset of BSN students (n=7) volunteered and completed individual interpretive phenomenology meetings. The Parse Phenomenological Hermeneutic Research Method was used for data analysis. Reoccurring themes extrapolated from the research included: navigating a nursing program is not intuitive, consistency and organization within a nursing program is necessary to decrease student anxiety, and the volume of information in a nursing course contributes to test anxiety. This study concludes that the test anxiety experience in BSN nursing students presents identifiable triggers and characteristics that affect program retention and progression.
Author: Jean M. Zlomke
Publisher:
ISBN: 9781109819915
Category :
Languages : en
Pages : 46
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Book Description
Test anxiety is a specific, focused fear pattern in response to a situation involving evaluation of a student's performance (Shraga, 1991). It may be manifested in physiological and behavioral responses that accompany fears about possible failure on an evaluation (Ergene, 2003; Sapp, 1996). Test anxiety is associated with poor academic performance, a decreased attainment of degrees and a decrease in the number of options for careers (Enright, Baldo, & Wykes, 2000; Ergene, 2003; Kennedy & Doepke, 1999; Mealey & Host, 1992).
Author: Marilyn H. Oermann, PhD, RN, ANEF, FAAN
Publisher: Springer Publishing Company
ISBN: 0826110622
Category : Medical
Languages : en
Pages : 463
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Book Description
Designated a Doody's Core Title and Essential Purchase! "Without question, this book should be on every nurse educator's bookshelf, or at least available through the library or nursing program office. Certainly, all graduate students studying to be nurse educators should have a copy." --Nursing Education Perspectives "This [third edition] is an invaluable resource for theoretical and practical application of evaluation and testing of clinical nursing students. Graduate students and veteran nurses preparing for their roles as nurse educators will want to add this book to their library." Score: 93, 4 stars --Doody's "This 3rd edition. . . .has again given us philosophical, theoretical and social/ethical frameworks for understanding assessment and measurement, as well as fundamental knowledge to develop evaluation tools for individual students and academic programs." -Nancy F. Langston, PhD, RN, FAAN Dean and Professor Virginia Commonwealth University School of Nursing All teachers need to assess learning. But often, teachers are not well prepared to carry out the tasks related to evaluation and testing. This third edition of Evaluation and Testing in Nursing Education serves as an authoritative resource for teachers in nursing education programs and health care agencies. Graduate students preparing for their roles as nurse educators will also want to add this book to their collection. As an inspiring, award-winning title, this book presents a comprehensive list of all the tools required to measure students' classroom and clinical performance. The newly revised edition sets forth expanded coverage on essential concepts of evaluation, measurement, and testing in nursing education; quality standards of effective measurement instruments; how to write all types of test items and establish clinical performance parameters and benchmarks; and how to evaluate critical thinking in written assignments and clinical performance. Special features: The steps involved in test construction, with guidelines on how to develop test length, test difficulty, item formats, and scoring procedures Guidelines for assembling and administering a test, including design rules and suggestions for reproducing the test Strategies for writing multiple-choice and multiple-response items How to develop test items that prepare students for licensure and certification examinations Like its popular predecessors, this text offers a seamless blending of theoretical and practical insight on evaluation and testing in nursing education, thus serving as an invaluable resource for both educators and students.
Author: Lenore Mangles
Publisher:
ISBN:
Category : Nursing students
Languages : en
Pages : 218
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Book Description
Author: Ginger Evans
Publisher:
ISBN:
Category :
Languages : en
Pages : 7
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Book Description
Nursing programs can be highly stressful, and nursing students have been found to be more test-anxious than other students. The present investigation examines a practical program to reduce test-anxiety impairment and improve academic performance for a significant number of highly anxious nursing students. Incoming nursing students were screened using the Westside Test Anxiety scale, and half (42 of 84) were identified as having high- or moderately-high anxiety and were randomly assigned to an "active control" Treatment or an information Control group. Students in both groups were introduced to their material and encouraged to review it. Students took the comprehensive Evolve/HESI exit exam in the early spring. The Treatment group showed a significant 12+ percentile gain over the Control group on the HESI (p less than 0.05), and a 9 percentile gain over the Controls on their spring GPAs. The active control treatment protocol used here is seen to provide a cost-effective intervention to improve test performance. Circumstances permitting, the authors recommend that nursing programs include provisions for highly anxious students. (Contains 1 table.).
Author: Christine Adele Berg
Publisher:
ISBN:
Category : Nursing students
Languages : en
Pages : 92
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Book Description
Author: Allison Lee Collins
Publisher:
ISBN:
Category : Electronic dissertations
Languages : en
Pages : 106
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Book Description
Undergraduate nursing students are voicing a high level of test anxiety related to the high stakes testing within their learning environment. Test anxiety has been well documented in nursing education (Bartlett, Taylor, & Nelson, 2016; Duty, Christian, Loftus, & Zappi, 2016; Gibson, 2014). Quinn and Peters (2016) noted that the "presence of high-stakes comprehensive examinations and the consequences of poor performance complicates test anxiety for nursing students" (p. 146). High stakes testing is not a new educational concept, yet test anxiety continues to escalate each year, especially in nursing (Quinn & Peters, 2016). Text anxiety interventions within the curriculum may prove helpful in nursing students' success. Within studies pertaining to test anxiety, mindfulness has helped decrease test anxiety (Bamber & Schneider, 2016; Ratanasiripong et al., 2015; Spadaro & Hunker, 2016). Mindfulness is considered a strategy used in the third wave of behavioral change approaches; therefore, systematic desensitization was used in a mindfulness intervention for test anxiety. The purpose of this quasi-experimental study was to examine the impact a mindfulness intervention, using systematic desensitization, had on community college nursing students' test anxiety levels and test scores. Data were collected and analyzed using a sample of 107 associate degree nursing students from a community college in Texas. The intervention group listened to a multimedia Confidence Training for Tests between nursing exams. Post-intervention test anxiety scores were significantly lower (p
Author: Virginia Darlene Gifford
Publisher:
ISBN:
Category : Nursing
Languages : en
Pages : 116
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Book Description
Author: Ashleigh Cleveland
Publisher:
ISBN:
Category : Nursing students
Languages : en
Pages : 92
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Book Description
The purpose of this study was to determine the relationship between physical activity and test anxiety in undergraduate baccalaureate nursing students. Participants (N=69) were first, second, and third year undergraduate nursing students at a small, private university in the southeastern United States. The Westside Test Anxiety Scale was administered along with questions regarding the type of physical activity performed each week and the number of minutes of physical activity activity performed each week. A Pearson r correlation coefficient and descriptive statistics were analyzed. Results were inconclusive regarding the relationship between physical activity and test anxiety. Survey results indicated 97% of students have moderate to high levels of test anxiety. Based on the anxiety scale,fear of failure and the inability to recall information were predominant worries of prelicensure nursing students. No conclusions were drawn about which exercises may cause a lower test anxiety. Although the relationship between physical activity and test anxiety was not significant, it is meaningful and interventions need to be implemented to combat test anxiety.
