【摘要】 目的了解高职护生考试焦虑状况,为降低护生焦虑水平提供理论依据。方法采用考试焦虑程度自我评定测验问卷、家庭关怀度指数问卷(APGAR)、社会支持评定量表对668名在读高职护生进行调查。结果高职护生考试焦虑总评分34.38±15.10,其中处于镇定水平的学生占总体的26.0%,轻度焦虑为58.7%,中度焦虑为14.7%,重度焦虑为0.6%。考试焦虑程度在年级、自感学习压力、家庭关怀、自己学习情况以及与同学关系之间的差异均存在统计学意义;在父亲文化程度、家庭经济状况及家庭居住地之间的差异均无统计学意义。考试焦虑水平与自感学习压力、自己学习情况、家庭关怀程度、社会支持、主观支持、支持利用度、与同学关系、年龄等因素相关;多元逐步回归分析显示,年龄、自感学习压力、自己学习情况以及家庭关怀情况与考试焦虑程度相关。结论该校高职护生考试焦虑不容乐观。校方应给以关注,及时地给以心理干预及情感关怀。更多还原

【Abstract】 Objective To evaluate the examination anxiety status of nursing students in higher vocational school and provide theoretical basis for decreasing the students’ anxiety level. Methods The Serf-evaluation Questionnaire for Test Anxiety Level,APGAR and Social Support Rating Scale(SSRS) were used to test 668 nursing students. Results The mean of score was(34.38±15.10).Among the students,26.0% people were stabilization,58.7% were light,14.7% were middle and 0.6% were serious.Of all the test anxiety influencing factors,differences in grades,learning pressure,family care,learning achievement and the relationship with the students are statistically significant.But differences in the father’s educational,socioeconomic status and living environment are not statistically significant.Test anxiety had correlation with learning pressure,learning achievement,family care,social support,subjective support,utilization of support,the relationship with the students and the age.It had the linear regression relationship with the age,learning pressure,learning achievement and family care. Conclusion The status of test anxiety among nursing students in this higher vocational school is not satisfactory.The school should give attention to give psychological intervention and emotional care in a timely manner.更多还原