Volume 3, Issue 1 (spring-summer 2016)                   DSME 2016, 3(1): 1-9 | Back to browse issues page

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Pourghane P. Study of test anxiety among nursing students. DSME 2016; 3 (1) :1-9
URL: http://dsme.hums.ac.ir/article-1-102-en.html
Abstract:   (20825 Views)

Introduction: Exam anxiety is a specific form of anxiety which may be accompanied with physical, cognitive and behavioral signs. Mild anxiety may cause the increase of learning ability, but sever one learning decline. With the recognition of the examanxiety in students, some solution can be found to resolve that problem. The aim of this study was of the placement of examin anxiety before and during final examin in nursing students and its relationship with some demographic factors, and if necessary, holding appropriate educational classes, to reduce the anxiety.

Methods: This research is a cross-sectional descriptive study. Sampling conducted by was census method. The Samples included nursing students of term 2, 4 and 6 (N: 73) at the college of Nursing, Midwifery and para medicine eastern Gilan. Research Tool was Sarason standarded questionnaire. Questionnaire handed to students in two time span (first: two weeks before final exam, second: during final exam). Range of anxiety scored through 'Sarason anxiety exam anxiety score and then compared with each other. Descriptive and inferenced test utilized to determining relationship of anxiety and variables.

Results: With respect to the findings, no significant differences were found between exam anxiety before and during exam. A significant difference found between exam anxiety in students and their parent educations and no significant difference found between student anxiety and other variables.

Conclusion: Results haveindicated little and mild anxiety in majority of students. This anxiety is useful and necessary for a better learning. Further studies are suggested to be carried out in other universities and on students of different fields.

Full-Text [PDF 640 kb]   (5407 Downloads)    
Type of Study: Orginal | Subject: Special
Received: 2016/06/4 | Accepted: 2016/08/10 | Published: 2016/10/19

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