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Simulation Anxiety and Licensed Prac...

Medrano, Saundra.

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Simulation Anxiety and Licensed Practical Nursing Students: A Quasi-Experimental Study on Expressive Writing.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Simulation Anxiety and Licensed Practical Nursing Students: A Quasi-Experimental Study on Expressive Writing./
作者:	Medrano, Saundra.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2020,
面頁冊數:	119 p.
附註:	Source: Dissertations Abstracts International, Volume: 82-01, Section: B.
Contained By:	Dissertations Abstracts International82-01B.
標題:	Education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=27998213
ISBN:	9798641302454

Simulation Anxiety and Licensed Practical Nursing Students: A Quasi-Experimental Study on Expressive Writing.
Medrano, Saundra.

Simulation Anxiety and Licensed Practical Nursing Students: A Quasi-Experimental Study on Expressive Writing. - Ann Arbor : ProQuest Dissertations & Theses, 2020 - 119 p.

Source: Dissertations Abstracts International, Volume: 82-01, Section: B.

Thesis (Ph.D.)--Capella University, 2020.

This item must not be sold to any third party vendors.

Simulation has become an integral part of learning in nursing education. Simulation experience has been shown to cause anxiety in beginning nursing students. Anxiety can produce poor outcomes for students, such as failure from the nursing program. The development of interventions to decrease simulation-associated anxiety is needed in nursing education. Limited studies were present regarding the use of the expressive writing intervention method to promote a decrease in simulation-associated state anxiety scores within the nursing educational programs. The question guiding the research was as follows: Is there a significant difference between simulation-associated anxiety scores for beginning licensed practical nursing students who utilize expressive writing and beginning licensed practical nursing students who utilize non-expressive writing prior to simulation? A quasi-experimental pretest-posttest design was utilized to answer the research question. Participants were divided into two groups. The intervention group was assigned to expressive writing. The control group was assigned to non-expressive writing. Data produced from the state anxiety scale were analyzed using an independent t-test. Data analysis of the intervention group revealed a p = .000, indicating the expressive writing intervention had a positive effect on simulation-associated anxiety state scores in licensed practical nursing students. The effect size was large, indicating that the intervention worked significantly. Nursing educators and administrators might benefit from the expressive writing intervention in that it is a valuable tool, which can be used easily and inexpensively to decrease simulation-associated anxiety state scores. Decreasing simulation-associated anxiety state scores might even increase students' success in the nursing program. One recommendation is to replicate the study to determine if the results can be generalized to different populations.

ISBN: 9798641302454Subjects--Topical Terms:

516579
Education.
Subjects--Index Terms:

Anxiety

Simulation Anxiety and Licensed Practical Nursing Students: A Quasi-Experimental Study on Expressive Writing.
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