Hoping to Pass: Randomized Trial of a One-Time Hope Intervention on Standardized Exam Passing Rates in BSN Students

Monika L. Wedgeworth · Joshua C. Eyer · Alice L. March · David B. Feldman

11 citations0/0 files storedJournal of the American Psychiatric Nurses Association

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Optimism, Hope, and Well-being Education, Achievement, and Giftedness Healthcare Education and Workforce Issues

Abstract

BACKGROUND: National standardized nursing exams serve as critical measures of student readiness for practice and carry significant consequences for students and academic institutions. Educational interventions that can enhance a student’s performance increase the probability of academic success. Previous studies link hope to grade point average in college students and on standardized exam (SE) scores in nursing students, yet it is not clear if hope can be increased utilizing a one-time intervention in ways that produce lasting benefits for passing SEs. AIMS: Aim 1 tested the efficacy of a one-time hope intervention on increasing SE passing rates among BSN nursing students. Aim 2 examined the role of the interventions, selected state-mechanism variables, and trait characteristics in predicting SE passing. METHOD: This comparative-effectiveness trial utilized a randomized, controlled, multiple-cohort experimental design to compare a one-time 90-minute hope intervention to an attention-matched progressive muscle relaxation intervention on SE passing scores among BSN nursing students. RESULTS: Levels of hope briefly increased following the hope intervention. Both interventions demonstrated short-term improvement in state-level psychosocial indicators but did not affect SE scores. Among trait and mechanism factors, only academic self-efficacy was linked with passing SEs. CONCLUSIONS: This study demonstrated that a single-session hope intervention can increase short-term hope. In this sample of 292 BSN students, there was no statistically significant long-term effect on passing SEs; however, this study may lay the groundwork for future interventions investigating booster sessions, or how to modify the intervention for struggling students.

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References

2001The PHQ-9 1994Distinguishing optimism from neuroticism (and trait anxiety, self-mastery, and self-esteem): A reevaluation of the Life Orientation Test.1991The will and the ways: Development and validation of an individual-differences measure of hope.2002TARGET ARTICLE: Hope Theory: Rainbows in the Mind 2009Development and Validation of the Short Grit Scale (Grit–S)2001Academic self-efficacy and first year college student performance and adjustment.2014The prevalence and correlates of depression, anxiety, and stress in a sample of college students 2002Reliability Generalization of Scores on the Spielberger State-Trait Anxiety Inventory

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2023A qualitative study of university students’ perspectives of hope during the COVID-19 pandemic 2022Promoting hope in minoritized and economically disadvantaged students 2021Perceptions of family support and college support: the mediating roles of hope and peer support

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