Article Title
Educator Support for the At-Risk Student
Abstract
Abstract
Testing is essential in any nursing program as it leads up to the national licensure exam and at-risk students may have more stress and anxiety with testing. Testing comes with many self-sabotaging behaviors. These behaviors can result in anxiety and stress. The literature suggests that there needs to be more research and awareness of the student life balance.
The purpose of this study is to conduct a quasi-experimental design with pre and posttest questionnaires that provide qualitative data. Nursing students in the current junior level nursing program enrolled in the online Evidence Based Practice course at Kansas Wesleyan University will self-administer a GROWTH pretest essay-like questionnaire and a Student Success Survey posttest survey with Likert-style questions. These questions will gather information on stress, anxiety, study habits, self-care, living arrangements, commitments and other factors that can affect the student.
This data will be used to determine various stressors for nursing students that contribute to anxiety before taking any type of exam during nursing school. The nursing educator can take this data to assist with advising and create an individualized academic plan aimed at success based on the answers for the at-risk student.
The prediction of this study is that students will say they do not have enough time to study for the test, they change answers, they have outside commitments, and they do not read the content for understanding. As a nursing educator, advising to reduce anxiety is necessary for the at-risk student to be successful.
Keywords: at-risk students, stress, anxiety, nursing education, testing
