Margaret W Bultas, John Taylor, Cynthia Rubbelke, Ashley D Schmuke, Jennifer Jackson
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引用次数: 1
Abstract
Background: Anxiety in college students, including nursing students, has increased significantly and has been implicated as a cause of lower academic achievement and answer-changing behavior. This study investigated the relationship between student anxiety and answer-changing behaviors.
Method: One hundred thirty-one nursing students from a large midwestern baccalaureate nursing program were enrolled in a quasiexperimental prospective research study. Data included demographics, analysis of student movement through the examination to identify changed answers, and completion of the PROMIS Short Form version 1.0-Emotional Distress-Anxiety 8a tool.
Results: PROMIS anxiety scores did not covary significantly with the rate of answer-changing behaviors including rate of negative changes.
Conclusion: This study did not identify a relationship between students' answer-changing behavior and anxiety. Future studies should evaluate other characteristics, such as confidence and level of examination preparation, as possible reasons for changing answers. [J Nurs Educ. 2023;62(6):351-354.].
期刊介绍：
The Journal of Nursing Education is a monthly, peer-reviewed journal publishing original articles and new ideas for nurse educators in various types and levels of nursing programs for over 50 years. The Journal enhances the teaching-learning process, promotes curriculum development, and stimulates creative innovation and research in nursing education.
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