Test Anxiety Among Nursing Students

REDUCING TEST ANXIETY AMONG NURSING STUDENTS: A RESEARCH PROPOSAL

A research study is proposed to investigate an approach to reducing levels of test anxiety among nursing students. The problem statement, research question, and study purpose are presented in this introductory section of the research proposal. Following the introductory information, a review of the relevant literature and a description and explanation of the proposed research methodology are presented.

Test anxiety is a widely reported and investigated phenomenon across a broad spectrum of educational settings (Griffin & Griffin, 1998). While test anxiety is less reported in relation to nursing education, the phenomenon nevertheless represents a substantial impediment to effective academic performance for many nursing students (Barkley, Rhodes, & DuFour, 1998). Gaberson (1997) suggested that nursing student behavior associated with test anxiety may be mistaken by instructors for behavior associated with academic dishonesty, and occurrence that could cause even more grief for the anxious nursing student. Kleinbeck, English, Sherley, and Howes (1998) contend that test anxiety continues to plague many nurses once they are in professional practice. Test anxiety among nursing students, thus, is a real problem that needs to be addressed in a productive manner.

Many different approaches to help people deal with test anxiety have been put forward over the years (Griffin & Griff

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ent may be administered either individually or to a group. Administration time ranges from five- to-10 minutes. The Test Anxiety Inventory has been subjected to at least 19 validity and reliability studies based on a search of Psychological Abstracts. One such study involved a group of 977 university students in Japan. The results supported the internal consistency, test-retest stability, concurrent validity, and predictive validity. The conclusion of the study was that the psychometric properties of the instrument were more than adequate for assessing test anxiety as a global construct (Araki, Iwawaki, & Spielberger, 1992). The Test Anxiety Scale is a 37-item instrument that measures individual differences in test-taking anxiety. The appropriate age range for the instrument is junior high school to adult. The instrument may be administered either individually or to a group. Administration time ranges from 10-to-15 minutes. The Test Anxiety Scale has been subjected to at least 12 validity and reliability studies based on a search of Psychological Abstracts. One such study involved a group of 353 university students in Bulgaria. Test-retest reliability were found to vary from 0.70 when the retest interval was one-week t

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