The impact of a mindfulness meditation intervention on cognitive test anxiety and the academic performance of prelicensure nursing students enrolled in an associate degree in nursing program
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Kathleen Tenrreiro, PhD, APRN, CPNP-PC
- Sigma Affiliation
- Tau Zeta
Background: Fifty to 100 % of nursing students have experienced test anxiety. The cognitive form of test anxiety (CTA) leads to significant academic implications for nursing students. The ongoing nursing shortage requires nurse educators to implement evidence-based strategies, such as mindfulness meditation training, to help prelicensure nursing students manage their CTA levels and enhance academic performance.
Purpose: The purpose of this quantitative study was two-fold: (a) to determine if there was a difference in cognitive test anxiety scores for prelicensure nursing students enrolled in an Associate Degree in Nursing (ADN) program who receive the mindfulness meditation intervention and (b) to determine if there was a difference in academic performance of prelicensure nursing students enrolled in an ADN program who receive the mindfulness meditation intervention.
Theoretical Framework: The Cognitive Theory of Stress and Coping guided this study.
Methods: A quasi-experimental, one-group, pretest-posttest design was employed to collect data from a convenience sample of 20 ADN nursing students. Data from a demographic survey, the CTAS-2, and unit exam scores were analyzed. Hypotheses testing was completed by analyzing paired t-tests results. Qualitative data were collected to evaluate intervention fidelity.
Results: The findings revealed that 90% of the participants reported CTA levels in the moderate to severe range. There was a significant difference in preintervention and postintervention CTAS-2 scores (p = .009) and unit exam scores (p = < .001).
Conclusion: The findings provided further evidence that CTA is prevalent amongst nursing students and can be used by nurse educators when assisting nursing students in managing CTA. Managing CTA can help with nursing student retention and address the nursing shortage.
This dissertation has also been disseminated through the ProQuest Dissertations and Theses database. Dissertation/thesis number: 29992321; ProQuest document ID: 2786405193. The author still retains copyright.
This item has not gone through this repository's peer-review process, but has been accepted by the indicated university or college in partial fulfillment of the requirements for the specified degree.
| Type | Dissertation |
| Acquisition | Proxy-submission |
| Review Type | None: Degree-based Submission |
| Format | Text-based Document |
| Evidence Level | Quasi-Experimental Study, Other |
| Research Approach | Mixed/Multi Method Research |
| Keywords | Test Anxiety; Meditation; Mindfulness Interventions; Nursing Students; Academic Success |
| Grantor | Nova Southeastern University |
| Advisor | Derby-Davis, Marcia; Madison, Holly Evans; Edmonds, William A. |
| Level | PhD |
| Year | 2022 |
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