Study On Exam Stress Of Nursing Students And The Effect Of An Intervention Program For Nursing Students Under Exam Stress

ObjectiveThis thesis tries to estimate the reaction of examination stress of vocational college nursing students on the base of continuous investigation, and analyze the features of the change. Through the intervention of combined therapy, group counseling and individual counseling, the author hopes to relieve the exam stress and symptom of the students, which are under the exam stress, and to reveal precipitating factors of the exam stress. This thesis is expected to provide reference for the improvement of the nursing students'health.Methods8 out of 15 nursing classes of grade 2010 in Tianjin Medical College are sampled to estimate their exam stress and symptom through Sarason TAS and questionnaire on the symptom in the second and third terms.69 students filtered from those researches are divided into groups at random and intervened through combined therapy with group tutor and individual tutor. Besides, questionnaires on precipitating factors are taken at the same time. After the intervention, the students are estimated again during the final examination in the fourth term, the statisitics of which are then processed by SPSS 15.0.Results1. The comparison between the two researches of 8 nursing classes by Sarason TAS and questionnaire on the symptom shows P<0.05 in both stress and symptom. This meaningful statistics tell that the subjects have less stress and symptom in the third term than in the second term. It also shows P> 0.05, without any difference in statistics, in Immune symptom. That indicates no change arises in immune symptom. It is also found that P< 0.05 in the symptoms of head, memory, gastrointestinal tract and sleep which means the symptoms of head, memory, gastrointestinal tract have relieved and symptom of sleep becomes better, though it is very close to 0.05.2.69 students who have moderate or severe stress and symptom are divided into two groups and then intervened. Before the intervention, all of the comparisons on the test group, stress and symptom of controls show P>0.05, which means it has comparability on all those aspects.3. After the intervention, the subjects are estimated by Sarason TAS and questionnaire on symptom for another time. The comparisons on the test group, stress and symptom of controls tell P<0.05, which means the stress and symptom of controls are comparatively higher than the test group after the intervention. Among the comparisons on symptoms, those on head, memory, gastrointestinal tract and immunity are all P<0.05, indicating those of controls are higher than the test group after the intervention. However, P>0.05 on symptom of sleep could not tell the similar situation.4. The result of questionnaires on precipitating factors towards those 69 subjects shows precipitating factors contain five elements, including personal competence, social recognition, tension, course load, confidence and environment.ConclusionUnder exam stress, college students have examination anxiety and somatic symptoms of stress, some of which take more stress than others. In natural condition, some students can relieve exam stress and somatic symptoms by themselves as time goes by, while some can't. In this thesis, continuous investigations are used in those researches for the first time. Students that under certain exam stress are filtered from those researches, being given some intervention. Instructors of such classes and school health personnel can find the students who have stress response since the enrollments, and give the effective intervention to prevent them from more serious exam stress. The intervention of combined therapy, group counseling and individual counseling can relieve the exam stress and symptom of the students, they are feasible and effective. At the same time, it can be found that relief of symptoms is easier than anxiety by intervention. After the research on precipitating factors from the students that had moderate or serious somatic symptoms, precipitating factors can be divided into five elements, which are personal capacity, social recognition, tension, course load, confidence and the environment.