護生基技考試內在對話與考試焦慮關係之探討

An Exploratory Study of the Internal Dialogues's Effects on test Anxiety of 'Fundamental Nursing Techniques' Examination in Nursing Students

蘇美杏(Mei-Hsing Su) ； 李選(Sheuan Lee) ； 郭憲文(Hsien-Wen Kuo)

《弘光學報》 34期 (1999/10) Pp. 99-126

https://doi.org/10.6615/HAR.199910.34.04

摘要

本研究目的在探討護生面臨基技考試內在對話之性質，及與考試焦慮之關係。本研究之研究工具為「基技考試情境焦慮量表」與「基技考試內在對話調查表」;以某技術學院五專二年級護生為對象， 290 人完成研究工具，有效回收率為92.4%。基本護理技術課是必修課程，分上下二學期教授，本研究在下學期期中考前與考後一週舉行。研究結果顯示:護生基技考試焦慮介於緊張至相當緊張間，考時焦慮得分顯著最高，考前居次，考後最低;三情境焦慮平均得分呈中至高相關。護生面對基技考試，負向內在對話出現頻度顯著高於正向內在對話。正向內在對話總得分與考試焦慮得分無關，而負向內在對話總得分與考試焦慮得分呈正相關。負向內在對話包括五個因素:＂期望有利的考試情境＂、＂自我貶低＂、＂緊張的自我標示＂、＂對監考老師反應的擔心＂及＂對考試不利結果的擔心＂。負向各因素得分與考試焦慮得分皆呈正相關。正向內在對話包括四因素，僅＂肯定自己的能力＂得分與考試焦慮得分呈負相關，＂督促準備考試＂得分與考試焦慮得分呈正相關。本研究結果對未來提供以認知行為治療法、壓力免疫訓練或自我教導訓練，協助護生降低考試焦慮將有貢獻。

關鍵字

考試焦慮 ； 護生 ； 內在對話

並列摘要

The purpose of this study was to explore the nature of internal dialogues of the examination of 'Fundamental Nursing Techniques' faced by nursing students and its correlation to test anxiety. ＂The Situational Anxiety of 'Fundamental Nursing Techniques' Examination Inventory＂ and ＂The Internal Dialogues of 'Fundamental Nursing Techniques' Examination Questionnaire＂ were used for this study. The subjects of this study were the second year nursing students of a particular junior college. Two hundred and ninety subjects had completed two instruments with a response rate of 92.4% . The 'Fundamental Nursing Techniques' Examination was a required course of the curriculum and it was divided two semesters. The study was conducted prior to and after the midterm examination of the second semester. The results showed that the nursing student's anxiety fell between nervous and very nervous. The score of ＂during-test＂ anxiety was the highest , followed by ＂pre-test＂ and ＂post-test＂ anxiety scores. The average score of the three anxieties showed a 'middle to high' correlation. The negative internal dialogues had a higher frequency than that of the positive internal dialogues of students when they were facing the technical examination. The scores of positive internal dialogues were irrelevant to test anxiety .The scores of negative internal dialogues , however, were positively correlated to the scores of test anxiety .The negative internal dialogues included the following five factors :＂ expectation for beneficial situation in the exam＂ ,＂self demeaning＂ ，＂self-labeling for nervousness＂，＂worry about proctor's reactions＂ and ＂worry about disappointing outcome＂ ; each score of negative factors had a positive correlation to the score of test anxiety .There were four factors in the positive internal dialogues , only the score of ＂self-confidence＂ had a negative correlation to the scores of test anxiety , and the score of ＂enforce self to prepare for test＂ had a positive correlation to the scores of test anxiety . The findings of this study will contribute to the utility of cognitive behavior therapy , self-instructional training or stress inoculation training for decreasing test anxiety of nursing students in the future.

並列關鍵字

test anxiety ； nursing students ； internal dialogues

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