Test-Anxiety Program and Test Gains with Nursing Classes.
Test-Anxiety Program and Test Gains with Nursing Classes.
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考试焦虑计划和护理课程的考试成绩。
DOI：
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发表时间：
2010
期刊：
影响因子：
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通讯作者：
R. Driscoll
中科院分区：
文献类型：
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作者：
G. Evans;G. Ramsey;R. Driscoll
护理专业可能会有很大的压力，护理专业的学生被发现比其他学生更容易考试焦虑。本调查探讨了一个实用的程序，以减少考试焦虑障碍，提高学习成绩的一个显着数量的高度焦虑的护理专业学生。采用西区考试焦虑量表对新来的护理专业学生进行筛选，其中一半（84人中的42人）被确定为具有高度或中度高度焦虑，并被随机分配到“积极控制”治疗组或信息控制组。两组学生都被介绍了他们的材料，并鼓励他们复习。学生们在早春参加了综合性的Evolve/HESI退出考试。治疗组在HESI上显示出超过对照组的12+百分位数的显著增加（p<0.05），并且在其弹簧GPA上显示出超过对照组的9百分位数的增加。可以看出，这里使用的主动对照治疗方案提供了成本有效的干预以改善测试性能。在情况允许的情况下，作者建议护理课程包括高度焦虑的学生的规定。考试焦虑计划和考试收获2根据各种研究，大约16%-20%的学生被发现有高度的考试焦虑（参见：Ergene，2003年），加拿大的一项调查发现，青少年对考试和学校作业的担忧超过了他们生活中的任何其他方面（McGuire等人，1987年）。护理专业的学生比其他专业的学生更容易出现考试焦虑。护理专业的学生面临着与其他学生相同的压力，此外，许多人也认为，一个无意的错误可能会严重伤害病人，以及危及自己的职业生涯。对两所不同学院的约600名护理专业学生的调查发现，35%以上的学生具有高度的考试焦虑（Drivel等人，2009;惠勒，2010）。高度考试焦虑的学生被发现比低焦虑的学生低12个百分点（Cassady &约翰逊，2002; Hembree，1988; McDonald，2001），焦虑本身被认为是一个主要的影响因素（cf。Lee，1999）。目前的研究是评估广泛实施考试焦虑治疗计划的可行性和益处。
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 highor 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<.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. Test-Anxiety Program and Test Gains 2 Approximately 16%—20% of students are found to have high test anxiety, according to various studies (cf. Ergene, 2003), and a Canadian survey finds that adolescents worry about tests and schoolwork more than about any other aspect of their lives (McGuire et al. 1987). Nursing students are found to be even more test anxious than are students in other fields. Nursing students face the same pressures as other students, and in addition many are also under the impression that an inadvertent mistake might seriously harm a patient as well jeopardize their own careers. Surveys of some 600 nursing students in two separate colleges identified just over 35% with high test anxiety (Driscoll et al., 2009; Wheeler, 2010). Highly test-anxious students are found to score about 12 percentile points below their low anxiety counterparts (Cassady & Johnson, 2002; Hembree, 1988; McDonald, 2001), and the anxiety itself is thought to be a major contributing factor (cf. Lee, 1999). The current study is to assess the feasibility and benefits of a broadly implemented test-anxiety treatment program.