LEARNING A COMPLEX NURSING SKILL: STUDENT ANXIETY AND THE EFFECT OF SIMULATED SKILL EVALUATION.
Contributors: University of Texas at Austin.
Published: 1986
Number of pages: 175
Subjects: Health Sciences, Nursing.
Description: The purpose of this study was to identify the anxiety profile of undergraduate nursing students when learning a complex psychomotor skill, and to determine the effect of simulated skill evaluation on student anxiety when applying the skill in a patient situation for the first time. The subjects were thirty students enrolled in the first clinical course at one baccalaureate nursing program during the fall semester, 1984, or the spring semester, 1985. The study skill was female catheterization.

A time-series, pretest-posttest experimental design was used for this study. Anxiety was measured by the State-Trait Anxiety Inventory, Form Y. State anxiety was assessed before and after the subjects' usual skills laboratory experience. The experimental group then participated in simulated skill evaluation (validation of skill proficiency in a simulated patient situation); the control group viewed a videotape. State anxiety was assessed immediately after simulated skill evaluation/videotape viewing, immediately after the subjects' performance in a patient situation, and at the end of the clincial day in which this performance occurred. Skill proficiency was measured by a criterion-referenced performance checklist.

One-way analysis of variance for repeated measures revealed a significant difference between experimental and control subjects' reported state anxiety while learning the study skill. State anxiety was highest prior to the laboratory experience and progressively declined with one exception. The control group reported increased anxiety while performing in a patient situation. The t test for independent means revealed that the experimental group experienced significantly less state anxiety while performing in a patient situation than the control group. However, the two groups did not differ significantly with respect to performance. Post hoc analyses revealed that the experimental group reported significantly less state anxiety and more self-confidence about performing the study skill in the future than the control group. It was concluded that simulated skill evaluation appears to be an effective strategy in reducing anxiety related to initial transfer of skill learning from a laboratory to a clinical setting and enhancing self-confidence.
Notes: Source: Dissertation Abstracts International, Volume: 47-05, Section: B, page: 1926.

Thesis (PH.D.)--THE UNIVERSITY OF TEXAS AT AUSTIN, 1986.

School code: 0227.