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ERIC Number: ED284616
Record Type: RIE
Publication Date: 1987-Feb
Pages: 62
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: N/A
Development of a Questionnaire in Order To Identify Test Anxiety in Nursing Students.
Carraway, Cassandra Todd
It has been repeatedly demonstrated that persons who experience a high degree of test anxiety also experience decrements in performance in evaluative situations. A study was conducted to develop a test anxiety questionnaire for student nurses in order to identify test anxiety. A 40-item, self-report questionaire was developed by two panels of experts composed of nursing faculty at Los Angeles Valley College (LAVC) and was deemed appropriate by the panel for the identification of test anxiety. The final draft of the questionnaire was administered twice to 50 second-year nursing students at LAVC in a test/retest procedure. The results indicated that there were 15 students (30%) in the "Low Anxiety" range, 25 students (50%) in the "Moderately Low Anxiety" range, 10 students (20%) in the "Moderately High Anxiety" range, and no students in the "High Anxiety" range. The expert panels agreed that the questionnaire did possess face validity, and that the statistical analysis of the data indicated a strong positive correlation and reliability of the questionnaire. It was recommended that: (1) the study should be shared with the entire nursing faculty, the dean of vocational education, and the district office; (2) the questionnaire should be retested by all the nursing students; (3) the nursing students should critique the questionnaire for clarity; and (4) information on the identification and treatment modalities on test anxiety should be given to the entire nursing faculty. Appendices include questionnaire scoring instructions, panel ratings, the questionnaire, and student consent form. (EJV)
Publication Type: Dissertations/Theses - Practicum Papers; Reports - Descriptive; Tests/Questionnaires
Education Level: N/A
Audience: Counselors; Practitioners; Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A
Note: Ed.D. Practicum, Nova University.