BIOFEEDBACK ASSISTED RELAXATION TRAINING TO DECREASE TEST ANXIETY IN NURSING STUDENTS

2.50
Hdl Handle:
http://hdl.handle.net/10755/157327
Type:
Presentation
Title:
BIOFEEDBACK ASSISTED RELAXATION TRAINING TO DECREASE TEST ANXIETY IN NURSING STUDENTS
Abstract:
BIOFEEDBACK ASSISTED RELAXATION TRAINING TO DECREASE TEST ANXIETY IN NURSING STUDENTS
Conference Sponsor:Western Institute of Nursing
Conference Year:2010
Author:Prato, Catherine, MS
P.I. Institution Name:University of Nevada, Las Vegas
Title:PhD Student
Contact Address:4505 S Maryland Parkway, Las Vegas, NV, 89154, USA
Co-Authors:Carolyn Yucha
PURPOSES/AIMS:
The first purpose was to identify which semester of nursing students had the highest level of test anxiety. The second purpose involved utilizing students from that semester and conducting a relaxation training program to determine if those students could learn to decrease their test anxiety.
RATIONALE/CONCEPTUAL BASIS/BACKGROUND:
Nursing programs have been cited as being the most stressful undergraduate programs. StudentsÆ knowledge and skills are consistently tested, and students may fail a course or be dropped from their nursing program if scores are not above a certain standard. Excessive anxiety may paralyze an individual and interfere with effective learning, functioning, and testing. Studies have found increased anxiety causes physiological changes including increased respirations and heart rate, and decreased peripheral skin temperature.
METHODS:
Anxiety was measured across four semesters of a nursing program to determine if test anxiety differed by semester. A biofeedback assisted relaxation program was tested as a means to reduce test anxiety in undergraduate nursing students who self-reported test anxiety. Anxiety was measured subjectively using Spielberger's Test Anxiety Inventory and objectively by monitoring peripheral skin temperature, pulse rates, and respiration rates during the training program. The students were introduced to three relaxation techniques including diaphragmatic breathing, progressive muscle relaxation, and autogenics training. They were asked to practice the relaxation techniques they were taught during the following week for fifteen minutes a day and record their respiratory rates, peripheral skin temperatures, and pulse rates.
RESULTS:
Third semester nursing students reported the highest test anxiety scores. Fourteen students from this semester participated in phase two of the study. Findings showed statistically significant changes in respiratory rates and skin temperatures during the diaphragmatic breathing session and the progressive muscle relaxation training, and statistically significant changes in respiratory rates, peripheral skin temperatures, and pulse rates were found during the autogenic training sessions.
There was no statistically significant difference between the first Spielberger Test Anxiety Inventory (TAI) and the second TAI. The students were divided into two groups, those who were able to learn the techniques, as evidence by a change in all three physiological variables; and those who were unable to learn the techniques. The pre and post TAI scores were compared between these two groups and there was no statistical significance between the difference scores.
The researcher then divided the participants into two groups according to their score on the first TAI. Group one was those scoring above the TAI 1 mean; and group two was those scoring below the TAI 1 mean. TAI scores were compared after the relaxation training. There was no statistical significance between the high and low scoring students on the second TAI 1.
IMPLICATIONS:
Nursing students do report test anxiety. Simple, inexpensive relaxation training may help those students who suffer from test anxiety learn to relax and gain control of their physiological reactions that occur with anxiety. The students reported this training to be effective and useful, and 100% reported they would use this training in the future to reduce their physiological reactions associated with anxiety.
Repository Posting Date:
26-Oct-2011
Date of Publication:
17-Oct-2011
Sponsors:
Western Institute of Nursing

Full metadata record

DC FieldValue Language
dc.typePresentationen_GB
dc.titleBIOFEEDBACK ASSISTED RELAXATION TRAINING TO DECREASE TEST ANXIETY IN NURSING STUDENTSen_GB
dc.identifier.urihttp://hdl.handle.net/10755/157327-
dc.description.abstract<table><tr><td colspan="2" class="item-title">BIOFEEDBACK ASSISTED RELAXATION TRAINING TO DECREASE TEST ANXIETY IN NURSING STUDENTS</td></tr><tr class="item-sponsor"><td class="label">Conference Sponsor:</td><td class="value">Western Institute of Nursing</td></tr><tr class="item-year"><td class="label">Conference Year:</td><td class="value">2010</td></tr><tr class="item-author"><td class="label">Author:</td><td class="value">Prato, Catherine, MS</td></tr><tr class="item-institute"><td class="label">P.I. Institution Name:</td><td class="value">University of Nevada, Las Vegas</td></tr><tr class="item-author-title"><td class="label">Title:</td><td class="value">PhD Student</td></tr><tr class="item-address"><td class="label">Contact Address:</td><td class="value">4505 S Maryland Parkway, Las Vegas, NV, 89154, USA</td></tr><tr class="item-email"><td class="label">Email:</td><td class="value">cprato@aol.com</td></tr><tr class="item-co-authors"><td class="label">Co-Authors:</td><td class="value">Carolyn Yucha</td></tr><tr><td colspan="2" class="item-abstract">PURPOSES/AIMS: <br/>The first purpose was to identify which semester of nursing students had the highest level of test anxiety. The second purpose involved utilizing students from that semester and conducting a relaxation training program to determine if those students could learn to decrease their test anxiety. <br/>RATIONALE/CONCEPTUAL BASIS/BACKGROUND: <br/>Nursing programs have been cited as being the most stressful undergraduate programs. Students&AElig; knowledge and skills are consistently tested, and students may fail a course or be dropped from their nursing program if scores are not above a certain standard. Excessive anxiety may paralyze an individual and interfere with effective learning, functioning, and testing. Studies have found increased anxiety causes physiological changes including increased respirations and heart rate, and decreased peripheral skin temperature. <br/>METHODS: <br/>Anxiety was measured across four semesters of a nursing program to determine if test anxiety differed by semester. A biofeedback assisted relaxation program was tested as a means to reduce test anxiety in undergraduate nursing students who self-reported test anxiety. Anxiety was measured subjectively using Spielberger's Test Anxiety Inventory and objectively by monitoring peripheral skin temperature, pulse rates, and respiration rates during the training program. The students were introduced to three relaxation techniques including diaphragmatic breathing, progressive muscle relaxation, and autogenics training. They were asked to practice the relaxation techniques they were taught during the following week for fifteen minutes a day and record their respiratory rates, peripheral skin temperatures, and pulse rates. <br/>RESULTS: <br/>Third semester nursing students reported the highest test anxiety scores. Fourteen students from this semester participated in phase two of the study. Findings showed statistically significant changes in respiratory rates and skin temperatures during the diaphragmatic breathing session and the progressive muscle relaxation training, and statistically significant changes in respiratory rates, peripheral skin temperatures, and pulse rates were found during the autogenic training sessions. <br/> There was no statistically significant difference between the first Spielberger Test Anxiety Inventory (TAI) and the second TAI. The students were divided into two groups, those who were able to learn the techniques, as evidence by a change in all three physiological variables; and those who were unable to learn the techniques. The pre and post TAI scores were compared between these two groups and there was no statistical significance between the difference scores. <br/> The researcher then divided the participants into two groups according to their score on the first TAI. Group one was those scoring above the TAI 1 mean; and group two was those scoring below the TAI 1 mean. TAI scores were compared after the relaxation training. There was no statistical significance between the high and low scoring students on the second TAI 1. <br/>IMPLICATIONS: <br/> Nursing students do report test anxiety. Simple, inexpensive relaxation training may help those students who suffer from test anxiety learn to relax and gain control of their physiological reactions that occur with anxiety. The students reported this training to be effective and useful, and 100% reported they would use this training in the future to reduce their physiological reactions associated with anxiety.<br/></td></tr></table>en_GB
dc.date.available2011-10-26T19:46:17Z-
dc.date.issued2011-10-17en_GB
dc.date.accessioned2011-10-26T19:46:17Z-
dc.description.sponsorshipWestern Institute of Nursingen_GB
All Items in this repository are protected by copyright, with all rights reserved, unless otherwise indicated.