This research study describes the potential relationship between perceived high stress levels and failure in high-stakes performance testing in a baccalaureate undergraduate nursing environment. In addition, it determines if there is a marked difference between perceived stress levels in accelerated and traditional students. To answer these questions, the researcher administered the Cohen’s self-report Perceived Stress Scale (PSS) to baccalaureate nursing students fifteen minutes before high-stakes performance skills competency testing. Of 102 voluntary participants, 33 were of the accelerated nursing track and 69 were of the traditional track. Encompassing both groups, nine students failed the skills competency test.
The results showed no relationship between high perceived stress levels and failing high-stakes performance testing. It also did not show a significant difference between perceived levels of stress between accelerated and traditional nursing students. Results did, however, reveal a commonality of moderate stress levels amongst both groups. This result has further implications for stress reduction techniques and coaching to address student anxiety.
","abstract_html":"<p>This research study describes the potential relationship between perceived high stress levels and failure in high-stakes performance testing in a baccalaureate undergraduate nursing environment. In addition, it determines if there is a marked difference between perceived stress levels in accelerated and traditional students. To answer these questions, the researcher administered the Cohen’s self-report Perceived Stress Scale (PSS) to baccalaureate nursing students fifteen minutes before high-stakes performance skills competency testing. Of 102 voluntary participants, 33 were of the accelerated nursing track and 69 were of the traditional track. Encompassing both groups, nine students failed the skills competency test.</p> <p>The results showed no relationship between high perceived stress levels and failing high-stakes performance testing. It also did not show a significant difference between perceived levels of stress between accelerated and traditional nursing students. Results did, however, reveal a commonality of moderate stress levels amongst both groups. This result has further implications for stress reduction techniques and coaching to address student anxiety.</p>","abstract_has_math":false,"creators":["Ababiy, Erin"],"institution":null,"degree_name":"Master of Science in Nursing - Educational Leadership","degree_level":"Thesis","degree_discipline":"Nursing","degree_department":null,"school":null,"contributors":["Dr. Jane Brannan","Dr. Diane Keen"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2019,"date_issued":"2019-12-11T08:00:00Z","date_published":"2019-12-11T08:00:00Z","updated_at":"2026-07-24T02:43:33Z","subjects":["Stress","high-stakes testing","nursing student","perceived stress scale","Nursing","Other Nursing"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://digitalcommons.kennesaw.edu/nursmast_etd/6","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Dr. Jane Brannan","Dr. Diane Keen"]},{"key":"dc:creator","label":"Author","values":["Ababiy, Erin"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"thesis:degree_discipline","label":"Discipline","values":["Nursing"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Thesis"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Master of Science in Nursing - Educational Leadership"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Stress","high-stakes testing","nursing student","perceived stress scale","Nursing","Other Nursing"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://digitalcommons.kennesaw.edu/nursmast_etd/6"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["This research study describes the potential relationship between perceived high stress levels and failure in high-stakes performance testing in a baccalaureate undergraduate nursing environment. In addition, it determines if there is a marked difference between perceived stress levels in accelerated and traditional students. To answer these questions, the researcher administered the Cohen’s self-report Perceived Stress Scale (PSS) to baccalaureate nursing students fifteen minutes before high-stakes performance skills competency testing. Of 102 voluntary participants, 33 were of the accelerated nursing track and 69 were of the traditional track. Encompassing both groups, nine students failed the skills competency test.
The results showed no relationship between high perceived stress levels and failing high-stakes performance testing. It also did not show a significant difference between perceived levels of stress between accelerated and traditional nursing students. Results did, however, reveal a commonality of moderate stress levels amongst both groups. This result has further implications for stress reduction techniques and coaching to address student anxiety.
"]},{"key":"dc:title","label":"Title","values":["Relationship Between Stress and Performance in Skills Competencies in an Undergraduate Nursing Program"]}]}],"canonical_facts":{"dc:contributor":["Dr. Jane Brannan","Dr. Diane Keen"],"dc:creator":["Ababiy, Erin"],"dc:description.abstract":["This research study describes the potential relationship between perceived high stress levels and failure in high-stakes performance testing in a baccalaureate undergraduate nursing environment. In addition, it determines if there is a marked difference between perceived stress levels in accelerated and traditional students. To answer these questions, the researcher administered the Cohen’s self-report Perceived Stress Scale (PSS) to baccalaureate nursing students fifteen minutes before high-stakes performance skills competency testing. Of 102 voluntary participants, 33 were of the accelerated nursing track and 69 were of the traditional track. Encompassing both groups, nine students failed the skills competency test.
The results showed no relationship between high perceived stress levels and failing high-stakes performance testing. It also did not show a significant difference between perceived levels of stress between accelerated and traditional nursing students. Results did, however, reveal a commonality of moderate stress levels amongst both groups. This result has further implications for stress reduction techniques and coaching to address student anxiety.
"],"dc:identifier":["https://digitalcommons.kennesaw.edu/nursmast_etd/6"],"dc:subject":["Stress","high-stakes testing","nursing student","perceived stress scale","Nursing","Other Nursing"],"dc:title":["Relationship Between Stress and Performance in Skills Competencies in an Undergraduate Nursing Program"],"thesis:degree_discipline":["Nursing"],"thesis:degree_level":["Thesis"],"thesis:degree_name":["Master of Science in Nursing - Educational Leadership"]},"updated_at":"2026-07-24T02:43:33Z"}