Eyüboğlu Gülcan, Göçmen Baykara Zehra, Çalışkan Nurcan, Eyikara Evrim, Doğan Nevin, Aydoğan Sinan, Uçaner Çifdalöz Burçin, Özyıldız Aslı, Gündüz Ceyda Su, Cihan Erdoğan Banu, Sucu Çakmak Nefise Cevriye, Istek Neslihan
Gazi University Graduate School of Health Sciences, Department of Nursing, Ankara, Turkey.
Gazi University, Faculty of Health Science, Department of Nursing, Fundamentals of Nursing, Ankara, Turkey.
Nurse Educ Today. 2021 Feb;97:104687. doi: 10.1016/j.nedt.2020.104687. Epub 2020 Nov 27.
Music is a tool that can be used to reduce stress and anxiety, maintain vital signs at normal levels, and increase exam success.
This study aimed to determine the effect of music therapy on nursing students' first objective structured clinical exam success, anxiety levels, and vital signs, and to reveal their views about music therapy in the context of an exam.
Mixed-pattern single-blind randomized controlled qualitative study.
Department of Nursing, Faculty of Health Sciences, Ankara, Turkey.
First-year students enrolled in the Fundamentals of Nursing II course were randomly assigned to an experimental (n = 61) or control group (n = 64). Twenty-two (22) experimental group students provided the sample for the qualitative stage.
Data were collected between February and June 2018 using the Informative Features Form, State-trait Anxiety Inventory, Vital Signs Assessment Form, Skill Checklists, and Focus-group Interview Form. All students completed the theoretical classes, laboratory classes, and small-group studies. The experimental group participated in five music therapy sessions two weeks before the exam. All students' vital signs were measured before and after the exam. Three focus group interviews were conducted with the 22 experimental group students in the week after the exam.
The blood pressure values of the experimental group before and after the exam were significantly lower than those of the control group (p < 0.05). No significant difference was observed between exam success and anxiety levels between the two groups. In the focus group interviews, students said they found music therapy suitable for reducing anxiety in their daily lives, but not before the exam.
Music therapy had positive effects on the students' blood pressure but had no effect on exam success or anxiety levels. This study suggests that more music therapy sessions be conducted with different groups of students in greater numbers before different exams.
音乐是一种可用于减轻压力和焦虑、将生命体征维持在正常水平并提高考试成绩的工具。
本研究旨在确定音乐疗法对护理专业学生首次客观结构化临床考试成绩、焦虑水平和生命体征的影响，并揭示他们在考试背景下对音乐疗法的看法。
混合模式单盲随机对照定性研究。
土耳其安卡拉健康科学学院护理系。
参加《护理学基础II》课程的一年级学生被随机分为实验组（n = 61）或对照组（n = 64）。22名实验组学生为定性阶段提供了样本。
2018年2月至6月期间，使用信息特征表、状态-特质焦虑量表、生命体征评估表、技能检查表和焦点小组访谈表收集数据。所有学生均完成了理论课程、实验课程和小组学习。实验组在考试前两周参加了五次音乐疗法课程。在考试前后测量了所有学生的生命体征。考试后一周，对22名实验组学生进行了三次焦点小组访谈。
实验组考试前后的血压值显著低于对照组（p < 0.05）。两组在考试成绩和焦虑水平方面未观察到显著差异。在焦点小组访谈中，学生们表示他们发现音乐疗法适合在日常生活中减轻焦虑，但在考试前不适合。
音乐疗法对学生的血压有积极影响，但对考试成绩或焦虑水平没有影响。本研究表明，在不同考试前，应对更多不同组别的学生进行更多次数的音乐疗法课程。
