Strategies to Reduce Nursing Student Test Anxiety: A Literature Review

Quinn, Brenna L.; Peters, Anya Bostian

doi:10.3928/01484834-20170222-05

Cited by 59 publications

(50 citation statements)

References 36 publications

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“…Stress is a major issue for university students. Examinations, clinical practices, and personal problems, among other issues, have an influence on the increase in stress, with a negative impact on academic performance [ 12 ]. In addition, the declaration of a pandemic with the approval of a state of alarm associated with the lockdown make this even more complicated for students.…”

Section: Discussionmentioning

confidence: 99%

The COVID-19 Pandemic and Its Impact on Homebound Nursing Students

Gallego‐Gómez

Campillo-Cano

Carrión-Martínez

et al. 2020

IJERPH

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University students are predisposed to stress, which could be even higher in Nursing students since they are directly related to the COVID-19 pandemic given their health training and area of knowledge. Our purpose was to assess the stress levels of Nursing students before and during lockdown due to the COVID-19 pandemic in Murcia (Spain), its influence on taking an online exam and how it was affected by physical exercise. This was an observational and prospective study including Nursing students from the second year of the Nursing Degree from 3 February to 23 April 2020. Three measurements were performed: one before lockdown and two during lockdown. Stress increased substantially during lockdown. Financial, family or emotional problems, as well as physical exercise, also increased. Indeed, at 40 days of lockdown, those students with financial, family or emotional problems, and less physical exercise reported significantly higher stress levels. In addition, those who passed the online exam had lower stress levels compared to those who failed. In conclusion, during lockdown, stress in Nursing students increased. This could be triggered by students’ personal problems, and physical exercise may be used as a way to reduce stress. Academic performance was better in those students reporting less stress.

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Section: Discussionmentioning

confidence: 99%

The COVID-19 Pandemic and Its Impact on Homebound Nursing Students

Gallego‐Gómez

Campillo-Cano

Carrión-Martínez

et al. 2020

IJERPH

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“…Reported interventions for stress management in academic settings mostly include cognitive, problem-focused and meaning-focused coping strategies such as learning strategies, time management, positive reappraisal or relaxation (Galbraith & Brown, 2011;Kötter & Niebuhr, 2016;Quinn & Peters, 2017). Reported interventions for stress management in academic settings mostly include cognitive, problem-focused and meaning-focused coping strategies such as learning strategies, time management, positive reappraisal or relaxation (Galbraith & Brown, 2011;Kötter & Niebuhr, 2016;Quinn & Peters, 2017).…”

Section: Introductionmentioning

confidence: 99%

“…Although in stressful performance situations like examinations, the successful regulation of emotions is crucial; the effectiveness of distraction-focused coping strategies on examination stress and test anxiety has not been evaluated yet. Reported interventions for stress management in academic settings mostly include cognitive, problem-focused and meaning-focused coping strategies such as learning strategies, time management, positive reappraisal or relaxation (Galbraith & Brown, 2011;Kötter & Niebuhr, 2016;Quinn & Peters, 2017).…”

Section: Introductionmentioning

confidence: 99%

Distraction‐focused interventions on examination stress in nursing students: Effects on psychological stress and biomarker levels. A randomized controlled trial

Gebhart

Buchberger

Klotz

et al. 2019

Int J of Nursing Practice

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Background: Nursing students all over the world experience high levels of stress with negative impacts on their health, emotional state and performance.Aim: This study aimed to investigate the effects of distraction-focused interventions on examination stress and anxiety in nursing students. Methods:A randomized controlled, parallel trial design was conducted from January to June 2016. After baseline measurement, 72 participants were randomized to one of the following groups (n = 18 each): (i) animal-assisted therapy; (ii) music therapy;(iii) mandala painting; (iv) control group. Outcomes of all groups in terms of stressreduction were compared by measuring self-reported perceived stress (STAI-State and visual analogue stress scale) and salivary biomarker levels (Cortisol and Immunoglobulin A).Results: Fifty-seven complete data sets (n = 12-16 for each group) were analysed. All distraction-focused interventions showed stress and anxiety reduction in everyday school situations. By contrast, on days with examinations, stress reductions did not reach statistical significance in regard to self-reported psychological stress. At the same time, interventions resulted in significantly decreased levels of stress biomarkers (P < .001).Conclusions: Our preliminary findings suggest positive but situation-dependent effects of distraction-focused interventions in academic settings. Further research should investigate the complex relationship between physiological and psychological stress parameters.

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“…Nursing students can be vulnerable to mental disorders as a result of their age and limited experience (McGann & Thompson, ). Feeling incompetent and lack of professional nursing skills and knowledge, exposure to clinical practice, heavy academic workloads are the origins of depression and anxiety (Quinn & Peters, ; Sharif & Masoumi, ). Stress also is an inevitable part of life.…”

Section: Discussionmentioning

confidence: 99%