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Synopsis MSN
Synopsis MSN
BANGALORE, KARNATAKA
ANNEXURE II
CAMPUS, DASANAPURA,
TUMKUR ROAD
BANGALURU- 562162
SCHOOL OF NURSING
NURSING
4 DATE OF ADMISSION 15- 10- 2019
BENGALURU”
INTRODUCTION
“We read books to find out who we are. What other people, real or
-Ursula Le Guin
and adulthood, represents the period of time during which a person experiences a
mid, and late adolescence. They are freee from the responsibilities in general.
However, they have the right to get appropriate education. For that students has
to choose their area of interest and they have to study themselves. During this
components.
releases a hormone called adrenaline. This helps prepare the body to deal with
response. Essentially, this response prepares you to either stay and deal with
the stress or escape the situation entirely. In a lot of cases, this adrenaline rush
is actually a good thing. It helps prepare you to deal effectively with stressful
that they do great on all their assignments and then when it comes to their
tests, they blow it. They are frustrated, discouraged and beat themselves
First, it was found to be most effective with individuals whose mental health
Nursing programs have been cited as being among the most stressful
and monitored, and students may fail a course or be dropped from their nursing
program if scores are not above a certain standard. Anxiety reactions are
Association the majority of students report being more stressed by tests and by
have high test anxiety, making this the most prevalent scholastic impairment in
our schools today. Another 18% are troubled by moderately-high test anxiety6.
A comparative study was conducted to assess the test anxiety of
nursing students with general education students. Statistically, test anxiety was
students. The finding says that most of (30%) nursing students have test
anxiety when compared with 17% among other students in general education4.
institutions may be stress of testing and high threshold standards that nursing
testing has high consequences and this may exacerbate any anxiety associated
with testing. Test anxiety may place nursing students at risk for being
every examination affects attrition rates of nursing students across the country,
decrease the requirements for progression within their program and graduation,
but they should identify students who are struggling with test anxiety and offer
nursing programs5.
Test-anxiety, especially worry has impact on academic performance,
and working memory. Studies found that test- anxiety decreases attention span,
attention and concentration are impaired, this will disrupt memory and as a
students are studying in first year of B.Sc. Nursing in 324 accredited colleges
of literature shows that bibliotherapy is effective for certain problem types like
investigate its use in reduction of test anxiety among nursing students in India.
The researcher had personal experience during her stay with nursing
students, found that many of them had seen to be highly anxious about their
tests. This anxiety prevents them from better performance in their tests.
Students complained that they encounter much anxiety before, during and even
after their exams. Anxiety during examination can interfere with further
learning and it can affect badly on memory of the students. Test anxiety acts as
Nation.
objective of the study was to find out the gender differences in incidences and
sampling technique was used in the selection of the sample. A total sample of
240 adolescent, 120 boys and 120 girls from different high schools of Jodhpur
tested and applied on the chosen sample. The obtained results were statistically
analyzed. The results revealed that considerable amount of Academic Anxiety
prevailed amongst the sample. It was seen that girls on the whole had more
adolescents had some amount of Academic anxiety, 35.4% had low level of
Academic anxiety, 41.3 had border line and as high as 23.3% had high
academic anxiety. However when split on gender it was observed that girls
respondents comprised of 400 students (200 boys and 200 girls) in the age
range of 15-19 years old that were randomly selected from nine high schools in
Sanandaj, Iran. A self administered questionnaire was used for data collection
perception of course overload, ability to manage time, and test anxiety scores
though they were well prepared for a test. A Spearman correlation analysis
negatively correlated with test anxiety (r= -0.20). Further, student age (r= 0.01)
was significantly associated with younger students reporting lower test anxiety
pressure on the academic anxiety in adolescent boys and girls. A large sample
of 400 (200 coaching attending and 200 self studying) adolescents from the age
range of 16-18 years from Kota city in Rajasthan participated in this study.
There were equal number of boys and girls in both the subgroups. Self studying
adolescents were those who were not attending coaching and were preparing
entrance examinations at home. This sample was selected from various co-
educational private CBSC Board English Medium schools of Kota city. All of
them were appearing for the first time in competitive exams. The degree of
encouragement which a child receives was assessed with the help of a verbal
scale developed by Sharma (1988). A scale developed by Lal, Mishra, and
Pandey (1985) was used to assess academic anxiety. The adolescents with high
7.88, p<0.01 showed that the coaching attending boys had high level of
students of four years in Las Vegas found that one specific stress that student
participated in the first part of the study which was conducted in the Spring of
2009, but one student did not complete the demographic form, therefore there
was missing data. Forty-two students from semester one, 40 students from
semester two, 37 students from semester three, and 37 students from semester
four participated in this portion of the study. Thirty-one students were male
(20.0%) and 124 were female (80.0%). The mean age of the sample was 25
significance between ethnicity and test anxiety scores based on the Total TAI.
13.55
colleges, and to a comparison group of 471 high school and college students.
Fully 30% of nursing students were found to have high test anxiety, versus
students. Of the high school and college students in the samples, 17% were
found to have high test anxiety. The research literature reports approximately
16%—20% of students in the high test anxiety range, so the calibration for the
addition, another 18% of our high school and college samples had moderately
had moderately high anxiety or higher. Among nursing students, 30% were
found to have high test anxiety, which is close to double the figures for the
had moderately high anxiety, which is again higher than the comparison
figures4.
following IRB approval. Using a 1-10 Likert Scale, respondents were asked to
rate the number of anxiety episodes and their severity, while also considering
information about GPA, age, and lifestyle (i.e. clinical time, class time,
descriptive statistics through the SPSS computer program. There were 177
86% claimed an increase in anxiety after entering their nursing program; 42%
stated a dramatic increase, and 44% indicated a slight increase in their level of
anxiety14.
clinical settings within the context of the North Inner City Book Prescription
Scheme. The participants interviewed for the study varied in terms of their
gender (7 men; 6 women), and their age (mean = 41.5 years; age range = 27 –
COLLEGE AT MYSORE”.
1. Determine the level of test anxiety among first year B.Sc. Nursing students
scale.
3. Find out the association of test anxiety scores with selected demographic
1. Effectiveness:
Effectiveness refers to the reduction in anxiety during tests after the
2. Bibliotherapy:
and express feelings within the structure and safety of the nurse-patient
relationship”16.
3. Test anxiety:
worry and dread about test performance, and often interferes with normal
performance, and often interferes with normal learning; it will block the
tests
6.7 ASSUMPTIONS:
Test anxiety may have both effect on the academic performance and their
personal
variables
6.8. DELIMITATIONS:
6.9. HYPOTHESIS:
H1: The mean post test level of test anxiety scores will be significantly lower
than the mean pre test level of test anxiety scores at 0.05 level of significance.
H2: There will be significant association between present anxiety scores and
7.1 Source of data—Data will be collected from First year B.Sc. Nursing
The study design selected for this study is one group pre-test and post-test
design17.
7.1.2. Settings:
7.1.3. Population:
samples. Out of the total population defined, those who will meet the inclusion
Thirty first year B.Sc. nursing students will be selected for the study.
7.2.3 Inclusion Criteria for Sampling:
First year nursing students who are under moderate to high anxiety i.e.
students those who scored more than 15 in Sarason’s Test Anxiety Scale during
pretest.
Students those who scored less than 15 in Sarason’s Test Anxiety Scale
during pretest.
anxiety scale.
- The materials collected from the books and Internet for the intervention
7.2.6 Data collection method— Data will be collected after obtaining consent
from the authority of the selected college. The students will be explained the
objectives of the study and consent taken from the participants in the study.
They will be screened with pretest tool using Sarason‘s test anxiety scale
inferential statistics. The analysis will be done on the basis of objectives and
hypothesis stated. Chi square test will be using to find out the association
between the variables. The significance of pre-test and post-test scores would
LIST OF REFERENCES
2. Ahuja Neeraj, Vyas J N. Text book of postgraduate psychiatry. 2nd ed. New
3. Kendra Cherry. ‘What Causes Test Anxiety? The Potential Causes of Test
Anxiety’.
URL: http://psychology.about.com/od/mentalhealth/a/test-anxiety-
causes.htm.
4. Mike Bius. ‘Test Anxiety - Overcoming the 3 Causes for Doing Poorly on
Test-Anxiety---Overcoming-the-3-Causes-For-Doing-Poorly-on-Tests-
to-Improve-Your-Grades&id=4732154
2009.
URL: http://digitalcommons.library.unlv.edu/cgi/viewcontent.cgi?article=
1090&context=thesesdissertations
6. http://www.amtaa.org/
URL:
http://www.ccsenet.org/journal/index.php/ijps/article/viewFile/5444/50711
37
8. www.rguhs.ac.in
9. Richard Driscoll, Ginger Evans, Gary Ramsey, Sara Wheeler. “High Test
Anxiety among Nursing Students”2009. URL:
http://www.eric.ed.gov/PDFS/ED506526.pdf
10. Prima Vitasari, Muhammad Nubli, Abdul Wahab. “A Research for Identifying
11. Reena Bhansali, Kunjan Trivedi. “Is Academic Anxiety Gender Specific: A
70 (2) Article 26
13. Madhu Jain, Jaishree Jain . “Academic Anxiety among Adolescents: Role of
URL: http://www.dominican.edu/query/ncur/display_ncur.php?id=2457
http://www.tcd.ie/Psychology/other/mscap_dissertations/pdf/Bibliotherapy.
%20A%20review%20of%20its%20efficacy%20in%20clinical%20settings
%20-%20Grainne%20McKenna.pdf
16. Laraia Michele T, Stuart Gail W. “Principles and practice of psychiatric
18. www.google.com
19. http://www.ncbi.nlm.nih.gov/pubmed
09 Signature of candidate
10 Remarks of guide
ASST. PROFESSOR
NURSING
KUVEMPUNAGAR
MYSORE.
11.2. Signature
11.4. Signature
11.5. Head of department MRS. RAJULA ASIR R
ASST. PROFESSOR
NURSING
KUVEMPUNAGAR
MYSORE.
11.6. Signature
12 12.1. Remarks of