Lai Hui-Ling, Chen Pin-Wen, Chen Chia-Jung, Chang Hui-Kuan, Peng Tai-Chu, Chang Fwu-Mei
Department of Nursing, Tzu Chi University, Taiwan, ROC.
Nurse Educ Today. 2008 Nov;28(8):909-16. doi: 10.1016/j.nedt.2008.05.011. Epub 2008 Jul 1.
The purpose of this study was to assess the effect of lento music on examination anxiety among nursing students. A randomized crossover classroom-based trial was conducted. Thirty-eight students with a mean age of 19.4 years (SD = .54) were randomly assigned to either a music/silence or a silence/music group sequence. The students in the music group were given a 40-min group-based music intervention in a classroom, whereas the students in the silence group received the regular test without music. Using paired t-tests, there were no significant different in pretest scores for state anxiety, examination anxiety, finger temperature and pulse rate between the two conditions. Nonetheless, the findings indicated that music intervention did effectively decrease examination anxiety and state anxiety as well as reducing pulse rate and increasing higher finger temperature (p = 0.05 to 0.001). In addition, significant differences were detected between the pretest and posttest measures for silence (p = 0.001). The results suggest that lento music is effective at anxiety reduction. This study provides evidence for nursing faculty and clinical educators to foster nursing students' mastering over the anxiety of examination by using lento music.
本研究的目的是评估慢节奏音乐对护生考试焦虑的影响。开展了一项基于课堂的随机交叉试验。38名平均年龄为19.4岁（标准差=0.54）的学生被随机分配到音乐/安静或安静/音乐组序列。音乐组的学生在教室里接受了40分钟的基于小组的音乐干预，而安静组的学生在没有音乐的情况下进行常规测试。使用配对t检验，两种情况下的状态焦虑、考试焦虑、手指温度和脉搏率的预测试得分没有显著差异。尽管如此，研究结果表明，音乐干预确实有效地降低了考试焦虑和状态焦虑，同时降低了脉搏率并提高了手指温度（p=0.05至0.001）。此外，安静组的预测试和后测试测量之间存在显著差异（p=0.001）。结果表明，慢节奏音乐在减轻焦虑方面是有效的。本研究为护理教师和临床教育工作者通过使用慢节奏音乐促进护生掌握考试焦虑提供了证据。
