Document Type : Original Article
Authors
1 Associate Professor in Nursing, Department of Nursing, Nursing and Midwifery School, Iranian Research Center on Healthy Aging, Sabzevar University of Medical Sciences, Sabzevar, Iran
2 Instructor of Nursing, Department of Medical Emergencies, School of Allied Medical Sciences, Iranian Research Center on Healthy Aging, Sabzevar University of Medical Sciences, Sabzevar, Iran
Abstract
Introduction: Anxiety affects learning. It causes of many physical, and psychological problems. No qualitative study was seen in this matter.Therefore, the purpose of this study was to explain the students' experiences about the test anxiety and the anxious factors associated to the teacher.
Materials and Methods: This was a qualitative content analysis study, which was conducted in 2016. Participants were 25 students from Sabzevar University of Medical Sciences who had at least two semesters of study and participated in the final exam. The sampling method was initially goal oriented. The data were collected using a semi-structured interview with a presence in the field. Data analysis was carried out using conventional content analysis.
Results: 5 main categories and 14 sub-categories explored that main categories including the consequences and complication of test anxiety, teacher's teaching and evaluation strategy, teacher - student interaction strategy, the supportive role of teacher at the exam session, and learning self-management and control of anxiety were extracted from the data.
Conclusion: Using methods such as relaxation and resorting, the more recognition of teachers, the use of young faculty members from the experience of skilful teachers, the use of new educational methods, identifying sufficient references and asking questions from the same references, teacher’s attending in test session from the first to the end of the exam, and distributing the grade score during the term, are of the factors that can reduce student anxiety.
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