Anxiety, mental illness, learning disabilities, and learning accommodation use: A cross-sectional study.
Accommodations
Anxiety
Learning disabilities
Mental illness
Quantitative
Undergraduate
Journal
Journal of professional nursing : official journal of the American Association of Colleges of Nursing
ISSN: 1532-8481
Titre abrégé: J Prof Nurs
Pays: United States
ID NLM: 8511298
Informations de publication
Date de publication:
Historique:
received:
08
04
2020
revised:
06
08
2020
accepted:
10
08
2020
entrez:
14
12
2020
pubmed:
15
12
2020
medline:
22
5
2021
Statut:
ppublish
Résumé
Nurse educators require a robust understanding of nursing students' attributes to meet their learning needs and support their success. This research seeks to understand the proportion of nursing students with self-reported medically diagnosed anxiety, mental illnesses (MI), learning disabilities (LD), and utilized learning accommodations (LA), and determine how these students compared to a normative sample regarding studying and test-taking anxiety. A secondary analysis of quantitative cross-sectional data that included the Academic Success Inventory for College Students (ASICS) tool. First-year students were surveyed (4-6 weeks after program start, and students in years 1 through 4 were surveyed at the end of both academic terms. At program start, 21% were diagnosed with anxiety, 16% with MI, 2% with a LD, and 6% accessed LA. By fourth-year these proportions were 23%, 22%, 8% and 13% respectively. Alarming proportions of respondents exhibited anxiety related to test-taking compared to the ASICS normative sample with large effect sizes (Anxiety h = 0.884; MI h = 0.601; LD: h = 2.094; LA h = 0.725). To support students, we highlight a need for early identification and tailored support, enriched faculty knowledge, faculty introspection and willingness to adapt, and time for relational and individual pedagogy.
Sections du résumé
BACKGROUND
BACKGROUND
Nurse educators require a robust understanding of nursing students' attributes to meet their learning needs and support their success.
PURPOSE
OBJECTIVE
This research seeks to understand the proportion of nursing students with self-reported medically diagnosed anxiety, mental illnesses (MI), learning disabilities (LD), and utilized learning accommodations (LA), and determine how these students compared to a normative sample regarding studying and test-taking anxiety.
METHOD
METHODS
A secondary analysis of quantitative cross-sectional data that included the Academic Success Inventory for College Students (ASICS) tool. First-year students were surveyed (4-6 weeks after program start, and students in years 1 through 4 were surveyed at the end of both academic terms.
RESULTS
RESULTS
At program start, 21% were diagnosed with anxiety, 16% with MI, 2% with a LD, and 6% accessed LA. By fourth-year these proportions were 23%, 22%, 8% and 13% respectively. Alarming proportions of respondents exhibited anxiety related to test-taking compared to the ASICS normative sample with large effect sizes (Anxiety h = 0.884; MI h = 0.601; LD: h = 2.094; LA h = 0.725).
CONCLUSION
CONCLUSIONS
To support students, we highlight a need for early identification and tailored support, enriched faculty knowledge, faculty introspection and willingness to adapt, and time for relational and individual pedagogy.
Identifiants
pubmed: 33308558
pii: S8755-7223(20)30157-5
doi: 10.1016/j.profnurs.2020.08.007
pii:
doi:
Types de publication
Journal Article
Langues
eng
Sous-ensembles de citation
IM
Pagination
579-586Informations de copyright
Copyright © 2020 Elsevier Inc. All rights reserved.