INTERVENTION STRATEGY FOR DECREASING ANXIETY AND INCREASING GRADES IN ASSOCIATE DEGREE NURSING STUDENTS (NURSING STUDENTS).
Contributors: Texas A & M University.
Published: 1991
Number of pages: 140
Subjects: Health Sciences, Nursing.; Education, Community College.; Education, Guidance and Counseling.
Description: The purpose of this study was to describe an intervention program that attempted to reduce the level of classroom anxiety and thus increase grades of students enrolled in the Associate Degree Nursing program at the investigator's institution. The intervention program involved: identifying the students' perceived anxiety levels by the Perceived Stress Scale and learning style by the Myers Briggs Type Indicator; measuring the students' use of learning and study strategies by the Learning and Study Strategies Inventory; planning prescriptions for remediation and enrichment for selected students; and assisting the students in developing effective learning strategies and study skills. A one-hour session was conducted weekly for six weeks.

Complete sets of data were collected on twenty-four students who completed the study, ten in the Monday group, eight in the Friday group, and six in the Tuesday group. All participants passed their respective courses. The stress levels of the participants seemed to rise less than those of the entire classes even though the small number of subjects made it impossible to test this relationship statistically. A relationship between stress and grades could not be identified.

Discussion of stressors that were impacting the participants and their classmates and thus affected this study included: multiple roles of the students, finances, sick children or other family members, husbands being away for an indefinite period of time, and problems with interpersonal relationships. Continued attempts to help students decrease anxiety in the classroom and thus increase grades are recommended. Methods suggested include implementing an intervention similar to the one described in this paper in one or two days at the beginning of the semester, changing classroom instructional methods, including study skills and learning strategies in course content for all students, and encouraging educators to help students develop self-esteem.
Notes: Source: Dissertation Abstracts International, Volume: 52-07, Section: B, page: 3527.

Thesis (ED.D.)--TEXAS A&M UNIVERSITY, 1991.

School code: 0803.