Monika L. Wedgeworth, EdD, RN, CNE, University of Alabama, Tuscaloosa, AL, USA.
Joshua C. Eyer, PhD, University of Alabama, Tuscaloosa, AL, USA.
J Am Psychiatr Nurses Assoc. 2021 Jan-Feb;27(1):9-21. doi: 10.1177/1078390320962185. Epub 2020 Oct 3.
National standardized nursing exams serve as critical measures of student readiness for practice and carry significant consequences for students and academic institutions. Educational interventions that can enhance a student's performance increase the probability of academic success. Previous studies link hope to grade point average in college students and on standardized exam (SE) scores in nursing students, yet it is not clear if hope can be increased utilizing a one-time intervention in ways that produce lasting benefits for passing SEs. Aim 1 tested the efficacy of a one-time hope intervention on increasing SE passing rates among BSN nursing students. Aim 2 examined the role of the interventions, selected state-mechanism variables, and trait characteristics in predicting SE passing. This comparative-effectiveness trial utilized a randomized, controlled, multiple-cohort experimental design to compare a one-time 90-minute hope intervention to an attention-matched progressive muscle relaxation intervention on SE passing scores among BSN nursing students. Levels of hope briefly increased following the hope intervention. Both interventions demonstrated short-term improvement in state-level psychosocial indicators but did not affect SE scores. Among trait and mechanism factors, only academic self-efficacy was linked with passing SEs. This study demonstrated that a single-session hope intervention can increase short-term hope. In this sample of 292 BSN students, there was no statistically significant long-term effect on passing SEs; however, this study may lay the groundwork for future interventions investigating booster sessions, or how to modify the intervention for struggling students.
全国标准化护理考试是衡量学生实践准备情况的重要指标，对学生和学术机构都有重大影响。能够提高学生成绩的教育干预措施增加了学业成功的可能性。先前的研究将希望与大学生的平均绩点和护理学生的标准化考试（SE）成绩联系起来，但尚不清楚是否可以通过一次性干预来提高希望，从而为通过 SE 产生持久的好处。目的 1 测试了一次性希望干预对提高 BSN 护理学生 SE 通过率的效果。目的 2 检查了干预措施、选定的州机制变量和特质特征在预测 SE 通过中的作用。这项比较有效性试验采用随机、对照、多队列实验设计，比较了一次性 90 分钟的希望干预与注意力匹配的渐进性肌肉松弛干预对 BSN 护理学生 SE 通过分数的影响。希望干预后，希望水平短暂上升。两种干预措施都在短期内改善了状态水平的心理社会指标，但对 SE 分数没有影响。在特质和机制因素中，只有学业自我效能感与通过 SE 相关。这项研究表明，单次希望干预可以增加短期希望。在这个 292 名 BSN 学生的样本中，SE 通过率没有统计学意义的长期影响；然而，这项研究可能为未来的干预措施奠定基础，研究如何进行强化课程，或者如何针对学习困难的学生修改干预措施。
