The effect of PACE on self-reported anxiety and performance in first year nursing students Public Deposited

http://ir.library.oregonstate.edu/concern/graduate_thesis_or_dissertations/zs25xc125

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  • The purpose of this study was (a) to determine the effect of a four-step learner readiness profile: positive, active, clear, and energetic (PACE) on self-reported anxiety in first year nursing students before skill performance tests, and (b) to determine the effect of PACE on the performance of first year nursing students on skill tests. The subjects consisted of 27 first year nursing students enrolled at Chemeketa Community College in Salem, Oregon. Two multiple baseline designs across subjects were employed. Volunteers were randomly divided into three subject groups. Baseline data were collected on 5 skill tests for Group 1, 8 skill tests for Group 2, and 11 skill tests for Group 3. The treatment variable, PACE, was implemented once the baseline was established for self-reported anxiety and performance. Findings indicated that PACE was an effective treatment for reducing self-reported anxiety by first year nursing students before skill performance on tests. The students also demonstrated an increased percentage of successful skill performance tests after completion of PACE. It was concluded that PACE was an efficient and effective method for reducing self-reported anxiety and for increasing skill performance test success in first year nursing students enrolled at Chemeketa Community College, Salem, Oregon. It was recommended that PACE be implemented in the first year of the nursing program.
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