Abstract
Fifty to 100% of nursing students have experienced test anxiety. The cognitive form of test anxiety (CTA) leads to significant academic implications for nursing students. The ongoing nursing shortage requires nurse educators to implement evidence-based strategies, such as mindfulness meditation training, to help prelicensure nursing students manage their CTA levels and enhance academic performance.
The purpose of this quantitative study was two-fold: (a) to determine if there was a difference in cognitive test anxiety scores for prelicensure nursing students enrolled in an Associate Degree in Nursing (ADN) program who receive the mindfulness meditation intervention and (b) to determine if there was a difference in academic performance of prelicensure nursing students enrolled in an ADN program who receive the mindfulness meditation intervention.
Sigma Membership
Tau Zeta
Type
Dissertation
Format Type
Text-based Document
Study Design/Type
Quasi-Experimental Study, Other
Research Approach
Mixed/Multi Method Research
Keywords:
Test Anxiety, Meditation, Mindfulness Interventions, Nursing Students, Academic Success
Advisor
Marcia Derby-Davis
Second Advisor
Holly Evans Madison
Third Advisor
William A. Edmonds
Degree
PhD
Degree Grantor
Nova Southeastern University
Degree Year
2022
Recommended Citation
Tenrreiro, Kathleen, "The impact of a mindfulness meditation intervention on cognitive test anxiety and the academic performance of prelicensure nursing students enrolled in an associate degree in nursing program" (2023). Dissertations. 1558.
https://www.sigmarepository.org/dissertations/1558
Rights Holder
All rights reserved by the author(s) and/or publisher(s) listed in this item record unless relinquished in whole or part by a rights notation or a Creative Commons License present in this item record.
All permission requests should be directed accordingly and not to the Sigma Repository.
All submitting authors or publishers have affirmed that when using material in their work where they do not own copyright, they have obtained permission of the copyright holder prior to submission and the rights holder has been acknowledged as necessary.
Review Type
None: Degree-based Submission
Acquisition
Proxy-submission
Date of Issue
2023-11-15
Full Text of Presentation
wf_yes
Description
This dissertation has also been disseminated through the ProQuest Dissertations and Theses database. Dissertation/thesis number: 29992321; ProQuest document ID: 2786405193. The author still retains copyright.