Pub Date : 2025-10-25DOI: 10.1016/j.teln.2025.09.020
Conor Scully , Mary Kelly , Zita Lysaght , Michael O’Leary
Background
The inter-rater reliability of assessor decisions is crucial for performance assessments in nursing. One assessment that relies on a range of assessors making decisions about students is the Objective Structured Clinical Examination (OSCE).
Aim
This mixed-methods case study aimed to investigate the factors underlying extreme discrepancies between a pair of OSCE assessors.
Methods
This pair of assessors were selected from a larger sample (n=12), on the basis of the scores they awarded 4 recorded OSCE performances. Specifically, they were identified as being the harshest and most lenient assessors. Think-aloud and interview data collected during and after the grading process were analyzed with a view to exploring the reasons behind their large scoring discrepancies.
Results
The results indicated 3 themes that accounted for the variation in the scores of these assessors: use of criteria not contained in the marking guide, confidence in decision-making, and marking guide misalignment.
Conclusions
The results will be of interest to those using OSCEs in nursing, particularly where OSCE scores are used to make high-stakes decisions about students.
{"title":"Exploring the reasons for scoring inconsistency between undergraduate nursing assessors: A mixed methods research study","authors":"Conor Scully , Mary Kelly , Zita Lysaght , Michael O’Leary","doi":"10.1016/j.teln.2025.09.020","DOIUrl":"10.1016/j.teln.2025.09.020","url":null,"abstract":"<div><h3>Background</h3><div>The inter-rater reliability of assessor decisions is crucial for performance assessments in nursing. One assessment that relies on a range of assessors making decisions about students is the Objective Structured Clinical Examination (OSCE).</div></div><div><h3>Aim</h3><div>This mixed-methods case study aimed to investigate the factors underlying extreme discrepancies between a pair of OSCE assessors.</div></div><div><h3>Methods</h3><div>This pair of assessors were selected from a larger sample (n=12), on the basis of the scores they awarded 4 recorded OSCE performances. Specifically, they were identified as being the harshest and most lenient assessors. Think-aloud and interview data collected during and after the grading process were analyzed with a view to exploring the reasons behind their large scoring discrepancies.</div></div><div><h3>Results</h3><div>The results indicated 3 themes that accounted for the variation in the scores of these assessors: use of criteria not contained in the marking guide, confidence in decision-making, and marking guide misalignment.</div></div><div><h3>Conclusions</h3><div>The results will be of interest to those using OSCEs in nursing, particularly where OSCE scores are used to make high-stakes decisions about students.</div></div>","PeriodicalId":46287,"journal":{"name":"Teaching and Learning in Nursing","volume":"21 1","pages":"Pages e212-e218"},"PeriodicalIF":1.7,"publicationDate":"2025-10-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145842834","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In a science subject within the Bachelor of Nursing, end-of-semester summative assessments measure student learning. Data collected from a summative task indicate students' attainment of essential knowledge.
Aims
The aim of this cross-sectional study is to explore nursing students’ perceptions of the use of multimedia-based questions in final exams.
Methods
Using Convenience sampling, the first-year nursing students were invited to voluntarily participate in this study. The survey was delivered online via Qualtrics, consisted of close-ended, open-ended questions and Likert scales. The open-ended questions were analysed using thematic analysis.
Results
Responses were received from 35 students. A total of 16 responses (45.7%) included sufficient information for inclusion in the analysis. 48 open-ended responses were collected related to the use of multimedia in examinations. Four themes emerged from the responses: (1) Engagement and Comfort, (2) Challenges encountered, (3) Perceived Effectiveness and (4) Enhanced understanding and Recall-being the most frequently commented theme.
Conclusions
Student perceptions and insights indicated that multimedia-based questions measure competence and may also serve as a pedagogical tool in supporting student recall during the exam.
{"title":"Do multimedia-based exam questions enhance learning? perspectives and insights from first-year nursing students","authors":"Mansi Dass Singh PhD , Natasha Hawkins PhD , Nitin Chitranshi PhD , James Dries MCEP, MExSc , Samran Sheriff PhD","doi":"10.1016/j.teln.2025.09.028","DOIUrl":"10.1016/j.teln.2025.09.028","url":null,"abstract":"<div><h3>Background</h3><div>In a science subject within the Bachelor of Nursing, end-of-semester summative assessments measure student learning. Data collected from a summative task indicate students' attainment of essential knowledge.</div></div><div><h3>Aims</h3><div>The aim of this cross-sectional study is to explore nursing students’ perceptions of the use of multimedia-based questions in final exams.</div></div><div><h3>Methods</h3><div>Using Convenience sampling, the first-year nursing students were invited to voluntarily participate in this study. The survey was delivered online via Qualtrics, consisted of close-ended, open-ended questions and Likert scales. The open-ended questions were analysed using thematic analysis.</div></div><div><h3>Results</h3><div>Responses were received from 35 students. A total of 16 responses (45.7%) included sufficient information for inclusion in the analysis. 48 open-ended responses were collected related to the use of multimedia in examinations. Four themes emerged from the responses: (1) Engagement and Comfort, (2) Challenges encountered, (3) Perceived Effectiveness and (4) Enhanced understanding and Recall-being the most frequently commented theme.</div></div><div><h3>Conclusions</h3><div>Student perceptions and insights indicated that multimedia-based questions measure competence and may also serve as a pedagogical tool in supporting student recall during the exam.</div></div>","PeriodicalId":46287,"journal":{"name":"Teaching and Learning in Nursing","volume":"21 1","pages":"Pages e234-e239"},"PeriodicalIF":1.7,"publicationDate":"2025-10-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145842837","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-10-24DOI: 10.1016/j.teln.2025.09.027
Sarah J. Templeton DNP, FNP-C, RN, Akiko Kobayashi PhD, RN, Deborah Hoffman-McCully MSN, RNC, RN, Gerald Salud BSN, RN
Background
Patient care outcomes depend heavily on interprofessional collaboration (IPC), with nurses often leading team communication. Interprofessional education (IPE), when two or more disciplines learn from one another, is a vital tool in nursing curricula to prepare competent professionals. Despite strong support for IPE in nursing education, faculty face barriers (i.e., under-resourcing) to its consistent integration into the curriculum.
Aim
This study aimed to evaluate the impact of an interprofessional simulation (IPS) on senior nursing students’ (sNS) perceived IPC competency.
Methods
A quasi-experimental pretest-posttest design study was utilized. The IPE Collaboration Competency Self-Assessment Tool (Version 3) measured IPC among sNS, both before and following participation in an IPS with speech-language pathology students involving standardized neurological patients portrayed by theater students.
Results
The study found that sNS experienced a significant increase in perceived IPC in both “interacting” and “valuing” domains after participating in this IPS.
Conclusion
Participation in an IPS with live standardized patients as a teaching modality enhances perceived competency in IPC among sNS, utilizing limited resources to strengthen IPE.
{"title":"Effects of interprofessional simulation on undergraduate nursing students’ perceived interprofessional collaboration competency in the United States","authors":"Sarah J. Templeton DNP, FNP-C, RN, Akiko Kobayashi PhD, RN, Deborah Hoffman-McCully MSN, RNC, RN, Gerald Salud BSN, RN","doi":"10.1016/j.teln.2025.09.027","DOIUrl":"10.1016/j.teln.2025.09.027","url":null,"abstract":"<div><h3>Background</h3><div>Patient care outcomes depend heavily on interprofessional collaboration (IPC), with nurses often leading team communication. Interprofessional education (IPE), when two or more disciplines learn from one another, is a vital tool in nursing curricula to prepare competent professionals. Despite strong support for IPE in nursing education, faculty face barriers (i.e., under-resourcing) to its consistent integration into the curriculum.</div></div><div><h3>Aim</h3><div>This study aimed to evaluate the impact of an interprofessional simulation (IPS) on senior nursing students’ (sNS) perceived IPC competency.</div></div><div><h3>Methods</h3><div>A quasi-experimental pretest-posttest design study was utilized. The IPE Collaboration Competency Self-Assessment Tool (Version 3) measured IPC among sNS, both before and following participation in an IPS with speech-language pathology students involving standardized neurological patients portrayed by theater students.</div></div><div><h3>Results</h3><div>The study found that sNS experienced a significant increase in perceived IPC in both “interacting” and “valuing” domains after participating in this IPS.</div></div><div><h3>Conclusion</h3><div>Participation in an IPS with live standardized patients as a teaching modality enhances perceived competency in IPC among sNS, utilizing limited resources to strengthen IPE.</div></div>","PeriodicalId":46287,"journal":{"name":"Teaching and Learning in Nursing","volume":"21 1","pages":"Pages 41-45"},"PeriodicalIF":1.7,"publicationDate":"2025-10-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145842409","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-10-22DOI: 10.1016/j.teln.2025.09.024
Gizem Nur Kati , Asude Guney , Gulden Basit , Hilal Turkben Polat
Background
Clinical adjustment is essential for student nurses’ professional development, yet they face challenges during this transition.
Aim
This cross-sectional study aimed to examine the reliability and validity of the Turkish version of the (CAS-SN).
Methods
The study was performed with 315 third- and fourth-year student nurses enrolled in the nursing departments of a university. Confirmatory factor analysis (CFA) was applied to evaluate construct validity, and the scale’s reliability was assessed using Cronbach’s alpha coefficient and item–total correlations.
Results
The Turkish version of CAS-SN consists of three subdimensions and 15 items. Exploratory factor analysis (EFA) revealed three factors explaining 66.65% of the variance. CFA results demonstrated that the model achieved a good level of fit. Reliability analyses revealed a high overall Cronbach’s alpha coefficient of 0.918, with the subdimensions demonstrating coefficients ranging from 0.731 to 0.883.
Conclusions
The Turkish version of CAS-SN is a valid and reliable tool for assessing the clinical adjustment levels of student nurses. This scale enables nursing educators to effectively assess students’ clinical adjustment and identify key facilitators and barriers.
{"title":"Reliability and validity testing of the Turkish version of the clinical adjustment scale for student nurses (CAS-SN)","authors":"Gizem Nur Kati , Asude Guney , Gulden Basit , Hilal Turkben Polat","doi":"10.1016/j.teln.2025.09.024","DOIUrl":"10.1016/j.teln.2025.09.024","url":null,"abstract":"<div><h3>Background</h3><div>Clinical adjustment is essential for student nurses’ professional development, yet they face challenges during this transition.</div></div><div><h3>Aim</h3><div>This cross-sectional study aimed to examine the reliability and validity of the Turkish version of the (CAS-SN).</div></div><div><h3>Methods</h3><div>The study was performed with 315 third- and fourth-year student nurses enrolled in the nursing departments of a university. Confirmatory factor analysis (CFA) was applied to evaluate construct validity, and the scale’s reliability was assessed using Cronbach’s alpha coefficient and item–total correlations.</div></div><div><h3>Results</h3><div>The Turkish version of CAS-SN consists of three subdimensions and 15 items. Exploratory factor analysis (EFA) revealed three factors explaining 66.65% of the variance. CFA results demonstrated that the model achieved a good level of fit. Reliability analyses revealed a high overall Cronbach’s alpha coefficient of 0.918, with the subdimensions demonstrating coefficients ranging from 0.731 to 0.883.</div></div><div><h3>Conclusions</h3><div>The Turkish version of CAS-SN is a valid and reliable tool for assessing the clinical adjustment levels of student nurses. This scale enables nursing educators to effectively assess students’ clinical adjustment and identify key facilitators and barriers.</div></div>","PeriodicalId":46287,"journal":{"name":"Teaching and Learning in Nursing","volume":"21 1","pages":"Pages e226-e233"},"PeriodicalIF":1.7,"publicationDate":"2025-10-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145842836","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Expecting parents often seek reliable information outside of office visits, while perinatal health apps have the potential to provide education between office visits, research shows that some apps lack evidence-based information and resources that expecting parents can trust.
Aim
The purpose of this study was to assess undergraduate nursing students' ability to evaluate perinatal health apps and provide sound recommendations for these apps to patients.
Method
The study utilized a quasi-experimental pre and posttest design. Participants from 2 undergraduate sections of nursing care of the childbearing family downloaded perinatal health apps to evaluate, as well as completed an online learning module.
Results
The results from this study indicate that students can appropriately evaluate app usability and quality, and recommend apps after completing a learning assignment.
Conclusion
This research suggests that such training may increase healthcare professionals' comfort in evaluating health apps and connecting patients with reliable evidence-based information.
{"title":"Evaluation of nursing students' ability to recommend perinatal health apps","authors":"Erin Kennedy DNP, RN, Ron Piscotty PhD, RN, NI-BC, CNE, FAMIA, Albany LaGore BSN, RN, PhD","doi":"10.1016/j.teln.2025.09.013","DOIUrl":"10.1016/j.teln.2025.09.013","url":null,"abstract":"<div><h3>Background</h3><div>Expecting parents often seek reliable information outside of office visits, while perinatal health apps have the potential to provide education between office visits, research shows that some apps lack evidence-based information and resources that expecting parents can trust.</div></div><div><h3>Aim</h3><div>The purpose of this study was to assess undergraduate nursing students' ability to evaluate perinatal health apps and provide sound recommendations for these apps to patients.</div></div><div><h3>Method</h3><div>The study utilized a quasi-experimental pre and posttest design. Participants from 2 undergraduate sections of nursing care of the childbearing family downloaded perinatal health apps to evaluate, as well as completed an online learning module.</div></div><div><h3>Results</h3><div>The results from this study indicate that students can appropriately evaluate app usability and quality, and recommend apps after completing a learning assignment.</div></div><div><h3>Conclusion</h3><div>This research suggests that such training may increase healthcare professionals' comfort in evaluating health apps and connecting patients with reliable evidence-based information.</div></div>","PeriodicalId":46287,"journal":{"name":"Teaching and Learning in Nursing","volume":"21 1","pages":"Pages e200-e204"},"PeriodicalIF":1.7,"publicationDate":"2025-10-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145842832","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
There is a need for further knowledge and understanding of how educational models contribute to professional development, from the perspectives of nursing students.
Aim
The aim of this study was to investigate nursing students’ expectations and experiences of an educational model for professional development.
Methods
The design was descriptive and cross-sectional. Data collection included digital survey questions of expectations and experiences of learning activities within the educational model. Questions from a professional competence examination regarding students’ perceived strengths and challenges were included. Descriptive statistics and qualitative content analysis were applied.
Results
High proportions of students experienced the model as valuable for learning and professional development. Person-centered care, and Teamwork and collaboration, were core nursing competencies most frequently identified as strengths. Leadership, and Evidence-based care were most often indicated as challenges.
Conclusion
The students experienced the model as valuable towards becoming a nurse. Clarity in information and management of the model seem crucial for successful implementation. The students’ perceived strengths and challenges must be considered and need to be well implemented in future nursing education.
{"title":"Nursing students’ experiences of an educational model for professional development","authors":"Kristina Gottberg RN, PhD, Carina Söderman RN, MSc, Eva Broberger RN, PhD","doi":"10.1016/j.teln.2025.09.023","DOIUrl":"10.1016/j.teln.2025.09.023","url":null,"abstract":"<div><h3>Background</h3><div>There is a need for further knowledge and understanding of how educational models contribute to professional development, from the perspectives of nursing students.</div></div><div><h3>Aim</h3><div>The aim of this study was to investigate nursing students’ expectations and experiences of an educational model for professional development.</div></div><div><h3>Methods</h3><div>The design was descriptive and cross-sectional. Data collection included digital survey questions of expectations and experiences of learning activities within the educational model. Questions from a professional competence examination regarding students’ perceived strengths and challenges were included. Descriptive statistics and qualitative content analysis were applied.</div></div><div><h3>Results</h3><div>High proportions of students experienced the model as valuable for learning and professional development. <em>Person-centered care,</em> and <em>Teamwork and collaboration,</em> were core nursing competencies most frequently identified as strengths. <em>Leadership,</em> and <em>Evidence-based care</em> were most often indicated as challenges.</div></div><div><h3>Conclusion</h3><div>The students experienced the model as valuable towards becoming a nurse. Clarity in information and management of the model seem crucial for successful implementation. The students’ perceived strengths and challenges must be considered and need to be well implemented in future nursing education.</div></div>","PeriodicalId":46287,"journal":{"name":"Teaching and Learning in Nursing","volume":"21 1","pages":"Pages e219-e225"},"PeriodicalIF":1.7,"publicationDate":"2025-10-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145842835","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-10-21DOI: 10.1016/j.teln.2025.09.026
Lharra Mae C. Postrano PhD, RN, LPT
{"title":"Nursing students’ AI literacy and ethical understanding of AI in nursing education: reflections and implications","authors":"Lharra Mae C. Postrano PhD, RN, LPT","doi":"10.1016/j.teln.2025.09.026","DOIUrl":"10.1016/j.teln.2025.09.026","url":null,"abstract":"","PeriodicalId":46287,"journal":{"name":"Teaching and Learning in Nursing","volume":"21 1","pages":"Page 109"},"PeriodicalIF":1.7,"publicationDate":"2025-10-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145842873","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-10-15DOI: 10.1016/j.teln.2025.09.019
Esra Sezer, Hilal Yıldız Çelik, Vesile Ünver, Ükke Karabacak
Background
Clinical judgment is a cognitive process central to nursing practice. Although it begins during undergraduate education, it requires continuous development.
Aim
To evaluate the clinical judgment skills of second-year nursing students through simulation-based learning.
Methods
In this descriptive cross-sectional study, 111 second-year nursing students from a foundation university in Istanbul participated in a simulation scenario involving chronic respiratory failure. Students’ clinical judgment was assessed by 2 nursing educators using the Turkish version of the Lasater Clinical Judgment Rubric (LCJR-T) and a debriefing session sheet. Inter-rater agreement was analyzed using the Wilcoxon test, Cohen’s kappa, and intraclass correlation coefficient (ICC).
Results
The mean LCJR-T total score was 22.13 ± 4.48, indicating a “developing” level of clinical judgment. “Responding” had the highest mean score (7.80 ± 1.84), while “interpreting” (3.59 ± 0.91) and “reflecting” (4.90 ± 1.11) were the lowest. The ICC for the total score was 0.72 (p < 0.001).
Conclusion
Second-year students showed underdeveloped clinical judgment, particularly in interpretation and reflection. Longitudinal follow-up is recommended to support their progress in upper years.
{"title":"Nursing students’ clinical judgment in simulation-based learning: A descriptive cross-sectional study","authors":"Esra Sezer, Hilal Yıldız Çelik, Vesile Ünver, Ükke Karabacak","doi":"10.1016/j.teln.2025.09.019","DOIUrl":"10.1016/j.teln.2025.09.019","url":null,"abstract":"<div><h3>Background</h3><div>Clinical judgment is a cognitive process central to nursing practice. Although it begins during undergraduate education, it requires continuous development.</div></div><div><h3>Aim</h3><div>To evaluate the clinical judgment skills of second-year nursing students through simulation-based learning.</div></div><div><h3>Methods</h3><div>In this descriptive cross-sectional study, 111 second-year nursing students from a foundation university in Istanbul participated in a simulation scenario involving chronic respiratory failure. Students’ clinical judgment was assessed by 2 nursing educators using the Turkish version of the Lasater Clinical Judgment Rubric (LCJR-T) and a debriefing session sheet. Inter-rater agreement was analyzed using the Wilcoxon test, Cohen’s kappa, and intraclass correlation coefficient (ICC).</div></div><div><h3>Results</h3><div>The mean LCJR-T total score was 22.13 ± 4.48, indicating a “developing” level of clinical judgment. “Responding” had the highest mean score (7.80 ± 1.84), while “interpreting” (3.59 ± 0.91) and “reflecting” (4.90 ± 1.11) were the lowest. The ICC for the total score was 0.72 (<em>p</em> < 0.001).</div></div><div><h3>Conclusion</h3><div>Second-year students showed underdeveloped clinical judgment, particularly in interpretation and reflection. Longitudinal follow-up is recommended to support their progress in upper years.</div></div>","PeriodicalId":46287,"journal":{"name":"Teaching and Learning in Nursing","volume":"21 1","pages":"Pages e279-e285"},"PeriodicalIF":1.7,"publicationDate":"2025-10-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145842879","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-10-14DOI: 10.1016/j.teln.2025.09.022
Kunwal M. Scott DNP, FNP-C, PMHNP-BC, Kacie Duncan PhD, RN, CCRN, Thomas P. McCoy PhD, PStat
Background
Test anxiety is common among nursing students and can hinder academic performance and well-being. Brief, evidence-based strategies are needed to support stress management.
Aim
This study evaluated the effectiveness of the Five Senses Technique (FST), a grounding exercise, in reducing test anxiety among Bachelor of Science in Nursing (BSN) students.
Methods
A one-group pretest–post-test mixed-methods design was used with BSN students in their first through third semesters. One week before an exam, students attended a 40-minute educational session on test anxiety and the FST (5-4-3-2-1) technique. Anxiety was assessed with the Test Anxiety Questionnaire (TAQ) one week before and one week after the exam. Postexam focus groups provided qualitative feedback.
Results
Ninety-four students participated; 48 completed both surveys. Mean TAQ scores decreased by 4.7 points (p < 0.001), and high anxiety prevalence fell from 23% to 4% (p = 0.03). Students described FST as calming, simple, and useful for maintaining focus.
Conclusion
The FST significantly reduced test anxiety and may be a practical intervention to support resilience and academic success in nursing education.
{"title":"Ground yourself: Using five senses technique to cope with test anxiety among nursing students","authors":"Kunwal M. Scott DNP, FNP-C, PMHNP-BC, Kacie Duncan PhD, RN, CCRN, Thomas P. McCoy PhD, PStat","doi":"10.1016/j.teln.2025.09.022","DOIUrl":"10.1016/j.teln.2025.09.022","url":null,"abstract":"<div><h3>Background</h3><div>Test anxiety is common among nursing students and can hinder academic performance and well-being. Brief, evidence-based strategies are needed to support stress management.</div></div><div><h3>Aim</h3><div>This study evaluated the effectiveness of the Five Senses Technique (FST), a grounding exercise, in reducing test anxiety among Bachelor of Science in Nursing (BSN) students.</div></div><div><h3>Methods</h3><div>A one-group pretest–post-test mixed-methods design was used with BSN students in their first through third semesters. One week before an exam, students attended a 40-minute educational session on test anxiety and the FST (5-4-3-2-1) technique. Anxiety was assessed with the Test Anxiety Questionnaire (TAQ) one week before and one week after the exam. Postexam focus groups provided qualitative feedback.</div></div><div><h3>Results</h3><div>Ninety-four students participated; 48 completed both surveys. Mean TAQ scores decreased by 4.7 points (<em>p</em> < 0.001), and high anxiety prevalence fell from 23% to 4% (<em>p</em> = 0.03). Students described FST as calming, simple, and useful for maintaining focus.</div></div><div><h3>Conclusion</h3><div>The FST significantly reduced test anxiety and may be a practical intervention to support resilience and academic success in nursing education.</div></div>","PeriodicalId":46287,"journal":{"name":"Teaching and Learning in Nursing","volume":"21 1","pages":"Pages 35-40"},"PeriodicalIF":1.7,"publicationDate":"2025-10-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145842406","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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