Degree Name
Nursing Practice, DNP
Publication Date
2-19-2026
First Advisor
Sandra King
Second Advisor
Kristie Givens
Abstract
Test anxiety significantly affects nursing students’ academic performance and well-being. Emotional Freedom Techniques (EFT) offer a non-pharmacological method for alleviating anxiety; however, research on faculty-centered approaches in nursing education is limited. The purpose of this quality improvement project is to evaluate the impact of EFT training on nursing faculty’s knowledge, attitudes, and confidence regarding test anxiety, as well as on student exam performance. Guided by Lewin’s Change Theory, Stetler’s Model, and the Plan-Do-Study-Act (PDSA) cycle, the initiative aimed to enhance faculty capacity to identify and address test anxiety within a prelicensure nursing program. A pre-post quality improvement design involved faculty at a single academic site who completed structured EFT training sessions. Data from adapted Teacher Stress Inventory (TSI) and Faculty Self-Efficacy Scale (FSES) instruments measured changes pre- and post-intervention. Student outcomes were assessed through de-identified exam pass rates over one semester using nonparametric and descriptive analyses. Faculty knowledge significantly improved (pretest M = 4.50, posttest M = 9.14). Although changes in attitudes (pretest M = 6.00, posttest M = 7.86), confidence (pretest M = 5.42, posttest M = 8.36), and student performance (SD = 0.44, SE = 0.04; posttest SD = 0.43, SE = 0.04) were not statistically significant, positive trends were observed. Findings indicate EFT-based faculty development effectively enhances knowledge and fosters early attitudinal change, validating the selected frameworks and demonstrating effective translation and stabilization of an evidence-based practice.
Rights Management
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License
Recommended Citation
Markham, Chichi, "Quality Improvement Project: Reducing Test Anxiety: Faculty Training for Supporting Students" (2026). Doctor of Nursing Practice Projects. 301.
https://arch.astate.edu/dnp-projects/301
