Longitudinal Examination of Test Anxiety Scores Across the BSN Curriculum

Test-taking is a prominent cause of anxiety for nursing students, often interfering with academic performance, program completion, and successful transition to practice. Prior research suggests that test anxiety is highest during the junior year, yet this concept is not well studied.

This study examined differences in self-reported test anxiety as students progressed through all academic levels of a bachelor of science in nursing program.

A longitudinal, repeated-measures design was used. Participants completed the Test Anxiety Inventory annually for 3 consecutive years as a measure of test anxiety.

Score differences based on academic level and gender were found, with highest levels among junior-level and female students.

Findings may help nurse educators better understand the complex nature of test anxiety and guide the implementation of supportive strategies to improve learning outcomes.