Anxiety Levels and their Relation to Evaluation of the Courses among Greek Nursing Students (original) (raw)
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Abstract: This study aimed to assess the knowledge and attitudes of nursing students regarding anxiety related to examination. Research methods: Descriptive cross-sectional study, which included 81 nursing students (male and female) in level five, six, seven, and eight who are studying at a private university in Jordan, the respondents were selected according to the criteria of inclusion and exclusion, a survey-questionnaire was developed and it was used as instrument for data collection. The questionnaire includes the demographic data and the students’ knowledge and attitudes on examination anxiety followed by analysis of data. Results: The results showed that among the total number of students who participated in the study, majority are female (75.3%), most of their age were between 20 – 22 years old which represented (90.1%) and also majority of respondents know the definition of anxiety which represented (70.4%). Conclusion: This study concluded that nursing students have good knowledge regarding anxiety which represented (65.7%) this study concluded that nursing students have a positive attitude with regard to anxiety on examination which represented (74%). In addition, it was found out that some students have anxiety during examination which represented (8.7%), while other have some signs of anxiety on examination that was represented (75.3%), and 16% of the other respondents have not experienced anxiety during examination.
JOURNAL OF CLINICAL AND DIAGNOSTIC RESEARCH
Introduction: The time of examination is a stressful period where stress is on its highest levels. To some extent, low level of stress can help in motivating the students, however on the contrary more stress can be discouraging. It will make students exhausted, overwhelmed and confused. Aim: To assess examination anxiety and explore the factors influencing the examination anxiety. Materials and Methods: The present exploratory study was conducted among 341 undergraduate nursing students enrolled in selected colleges of nursing. The data were collected by using a demographic proforma used to collect the background information and test anxiety scale to assess examination anxiety and a Likert's scale to explore the factors influencing examination anxiety. Factors were identified by exploratory factor analysis using extraction method of principal component analysis with varimax rotation. Data were analysed using SPSS version 16.0. Demographic proforma and test anxiety score was analysed using frequency and percentage. Results: Majority (90.3%) of the samples were females. Maximum number of participants (95%) had English as their medium of instruction in Preuniversity College. Most (61%) of subjects were normal or had no test anxiety, 25% had mild test anxiety, 12% had moderate test anxiety, and 2% subjects had severe test anxiety. Factor analysis identified four factors (Learning Process, Perceptions related to examination, Learning pattern, Over expectations related to learning outcome) that influence examination anxiety. Conclusion: The study findings will help the teaching faculty to take into consideration these factors during examination and help students to overcome anxiety.
Correlations between stress and anxiety levels in nursing students
Journal of Nursing Education and Practice, 2012
Objective: Transversal, descriptive, and correlational study with 71 professionalizing Nursing students, with the purpose of describing social-demographic data, to verify and to correlate stress and anxiety levels. Methods: Data collection was performed on January 2011, from Vasconcelo's List of Stress Symptoms and Spielberger's Inventory of Trait and State Anxiety. Results: There were 90.44% female students with an average 28.87 years of age; 32.39% obtained average stress score and 64.79% high score; 43.66% for high score in Trait and State Anxiety; 43.66% and 36.62% for moderate score respectively for Trait and State Anxiety. At Pearson correlation the following coefficients were obtained: LSS/Trait-Anxiety (r=0.656/p=0.000); LSS/State-Anxiety (r=0.512/p=0.000). Conclusion: Students presented high levels of stress and anxiety and correlations between these variables were positive. Future studies are necessary with higher samples.
Test Anxiety in Pre-Exam Period and Success of Nursing Students
Serbian Journal of Experimental and Clinical Research
The aim of this study was to examine the presence of preexam anxiety in nursing students and establish relationship of pre-exam anxiety intensity in relation to the category variables (gender, age, place of birth, current place of residence, with whom they live, whether they are employed, the average family income, year of study), objective success (i.e., pass rate at exams, the average score at the end of year, possible renewal of the year of study) and the subjective perception of academic success (i.e., self-satisfaction as a student as well as the importance of ratings obtained at the exam). The sample was random and consisted of the students of High Medical College of Professional Studies in Belgrade at the Department of vocational nurse. 209 students were tested, evenly distributed on the second and third year of study. Pre-examination anxiety among students was examined using a questionnaire The Test Anxiety Inventory – TAI (Test Anxiety Inventory), which includes subscales: ...
Journal of Nursing Education and Practice, 2020
Objective: Anxiety is a warning sign for an upcoming risk and is a common reaction of most people reacting to stressful events. The purpose of this study was to investigate anxiety between undergraduate and postgraduate students in nursing and its relation to their socio-demographic characteristics. Methods: This is a cross-sectional, quantitative study with a study sample of comprised of n = 177 nursing students, n1 = 121 undergraduate students and n2 = 56 postgraduate students. The collection of the empirical data was carried out using a fully structured and Self-reported questionnaire which recorded their individual characteristics and the State-Trait Anxiety Inventory (STAI). The statistical analysis was conducted using the software package SPSS. Results: State anxiety was not found to differ significantly between undergraduate and postgraduate students. While Trait and Total Anxiety differed significantly, showing higher mean levels for undergraduate students. Moreover, the students of the last two years of study had a higher mean level of State Anxiety compared to the students of the first year of study. Conclusions: The majority of undergraduate and postgraduate students showed relatively low levels of anxiety. Animportant factor to predict anxiety in undergraduate students was the year of study, while for the postgraduate students were age and marital status.
Health, 2014
Background and Aim: Given the dramatic decline in the ability of test due to test anxiety, the goal of this study was to evaluate the relationship between test anxiety and academic performances in students. Materials and Methods: This descriptive-analytical study was performed on 216 Iranian nursing and midwifery students in 2011-2012, utilizing Sarason Anxiety Inventory, demographic checklist and the average mark of students in the period of midterm and final exam. Multinomial logistic regression analyses by reporting odds ratios and their 95% confidence intervals were performed by SPSS17 software to assess the relationship between test anxiety and academic performances. Results: Mild, moderate and sever test anxiety was observed in 30.6, 43.1 and 26.4 percent of students respectively. Test anxiety was significantly related to academic performance (average), major and city. Also, there was 52.9% decrease for odds of having sever anxiety (compared to mild anxiety) with 1 point increase in average (OR = 0.471, 95% CI = (0.298-0.745) and p = 0.001). Conclusions: Due to inverse relationship between test anxiety and academic performance, performing preventive programs such as in time treatment of anxiety, empowering the students to deal with anxiety and conducting consulting services for how to studying are very important. Consequently it would be a big step in decreasing the test anxiety and therefore in improving the academic performance.
Background: Nowadays, since a hard educational competition can be seen among students, exam anxiety is increasing. Anxiety causes concentration deviation, so that data processing will decrease. Also previous studies have shown pessimistic thoughts make the students to expect failure, so that the student can not concentrate on the exam, and as a result he will not get a positive result. Objective: To determine the level of students’ exam anxiety in Fatemeh (P.B.U.H) College of Nursing and Midwifery. Methods: This analytic descriptive study was done on 317 students educating in Fatemeh College of Nursing and Midwifery. A questionnaire consisting of 24 background questions and Spilberger’s anxiety test with 32 questions were used to gather the data. These questionnaires were given to the students in the exam salon before the final exam. Measures of central tendency, dispersion index, t-test and one way ANOVA were used to analyze the data. Results: The findings showed that 90.9% of the students had anxiety in low level, 6.4% had in medium level and 1.7% had a high level anxiety. The mean ( ± standard deviation) of exam anxiety of the students was 25.76% (±16.59). The mean (±standard deviation) of exam anxiety among the nursing students was 25.2 (±16.45) and among the midwifery students, it was 26.78 (±16.9), but no significant difference was found between exam anxiety in terms of major (P>0.05). A significant difference was observed in anxiety level, in terms of sex, marital status, parent’s education and the number of siblings. Conclusion: Using consultation strategies and making a friendly intervention between students and teachers is recommended for the students with high level of test anxiety to identify the problems and try to solve them. To relieve anxiety, consultation interventions by specialists, relaxation, using comics and jokes in exams will be helpful. Keywords: nursing student, midwifery student, test anxiety, evaluation,
Relationship between Test Anxiety and Academic Achievement among Undergraduate Nursing Students
2016
Introduction: Anxiety is a common phenomenon that constitutes a universal cause of poor academic performance among students worldwide. It is a kind of self preoccupation which is manifested as selfminimization and results in negative cognitive evaluation, lack of concentration, unfavorable physiological reactions and academic failure. Test anxiety and its dimensions became one of the broadest research areas in recent years. Compared to other students, most of the nursing students experience high levels of test anxiety during final exam even though their marks are good throughout the semester. Objective: The aim of this study was to explore the relationship between test anxiety and academic achievement among undergraduate nursing students. Methods : A descriptive correlation, cross sectional research design was utilized to conduct the current study on a convenience sample of 277 undergraduate nursing students from all academic levels at College of Nursing, King Saud bin Abdul-Aziz Un...
2016
Test anxiety is an devastating feeling of trouble and suffering among the students around the world. Test anxiety can be a overwhelming problem for many college students; because it may impair their performance and comfort in the long run. This study was aimed to explore the relationship between test anxiety level and academic achievement among nursing students. A descriptive correlational design was utilized in this study. A convenience sample of 160 female students in college of nursing, Zagazig university who approved to join in the study starting from 1 st to 4 th year of undergraduate. Data were collected by using socio-demographic data sheet and test anxiety questionnaire. The study results indicated that the mean scores of total test anxiety according to grade point average highly statistically significantly differ among A(90 -100%) , B (80-<90%) , C (70-<80%) , and D (60-<70%) grades (P<0.01). there were highly statistically inverse correlation between total test...
Jurnal Keperawatan Respati Yogyakarta
Competency test is a process to measure the knowledge level, skills and attitudes that are required for professional standards. Competency test is compulsory to be followed by all health workers as a requirement to obtain a registration certificate letters. This competency test must be followed by all final year student who have been completed their Ners education. Of course, it will lead anxiety to final student because if they do not pass the competency test, they will not get an STR and considered as incompetent. The level of anxiety is a condition that makes Ners student feel uneasy, worried, afraid, and tense when they are about to face the competency test. The level of anxiety categorized by various responses such as effective, cognitive, physiologic, and behavioural. The purpose of this study was to determine the level of anxiety in Ners student at STIKES Wira Medika regarding competency test seen by various responses. This type of study is quantitative with a total sampling ...