Reed Janet M, Dodson Tracy, Phillips Lynette, Petrinec Amy
College of Nursing, Kent State University, Kent, OH 44242, USA.
College of Public Health, Kent State University, Kent, OH 44242, USA.
Nurs Rep. 2024 Dec 24;15(1):1. doi: 10.3390/nursrep15010001.
Anxiety in simulations can be influenced by various factors that either motivate or immobilize students. Understanding simulation anxiety is crucial for educators to design appropriately challenging scenarios without overwhelming students. No instruments have yet been tested to differentiate between debilitating and facilitating anxiety within nursing simulations.
A quantitative repeated measures design was used to examine students' baseline and pre-simulation anxiety with 90 pre-licensure junior level nursing students. The Achievement Anxiety Test (AAT) was administered to differentiate levels of debilitating and facilitating anxiety.
The revised AAT demonstrated preliminary validity and reliability for measuring debilitating and facilitating anxiety when used in nursing simulation. Linear regression showed only debilitating anxiety significantly predicted pre-simulation state anxiety. Baseline anxiety has a significant impact on students, increasing debilitating anxiety in simulated settings.
To ensure success in practice settings, it is important to address students baseline anxiety to support a successful transition into practice. This study was prospectively determined to be exempt with the University's Institutional Review Board on 6 December 2022 and was not prospectively registered in a formal registry.
模拟情境中的焦虑会受到多种因素的影响，这些因素要么激励学生，要么使学生陷入困境。了解模拟焦虑对于教育工作者设计适当具有挑战性的情境而不让学生不堪重负至关重要。目前尚未有工具用于区分护理模拟中使人衰弱的焦虑和促进性焦虑。
采用定量重复测量设计，对90名初级护理专业学生的基线焦虑和模拟前焦虑进行研究。使用成就焦虑测试（AAT）来区分使人衰弱的焦虑和促进性焦虑的水平。
修订后的AAT在用于护理模拟时，显示出测量使人衰弱的焦虑和促进性焦虑的初步效度和信度。线性回归表明，只有使人衰弱的焦虑能显著预测模拟前的状态焦虑。基线焦虑对学生有显著影响，会增加模拟情境中使人衰弱的焦虑。
为确保在实践环境中取得成功，解决学生的基线焦虑以支持顺利过渡到实践非常重要。本研究于2022年12月6日被大学机构审查委员会前瞻性地确定为豁免研究，且未前瞻性地在正式注册机构进行注册。
