Perceived Stress and Associated Factors During Objective Structured Clinical and Practical Examinations among First Year Nursing Students: A Cross-Sectional Study
DOI:
https://doi.org/10.66021/pakmcr701Keywords:
rotator cuff, acute-on-chronic, bioelectronic medicine, neuromodulation, shoulder rehabilitation, suprascapular nerve stimulationAbstract
Background: Objective Structured Clinical Examination (OSCE) and Objective Structured Practical Examination (OSPE) are widely used assessment methods in nursing education to evaluate clinical competence in a standardized and objective manner. Despite their effectiveness in assessing practical skills, these examinations are frequently associated with psychological stress among nursing students.
Objective: This study aimed to assess the level of perceived stress and identify factors associated with stress among first-year nursing students during OSCE/OSPE examinations.
Methods: A cross-sectional descriptive study was conducted among 152 first-year nursing students. Data were collected using a structured questionnaire consisting of demographic variables, perceived stress scores, and factors contributing to stress during OSCE/OSPE examinations. Descriptive statistics, including frequencies, percentages, means, and standard deviations, were used to summarize the data. Chi-square tests were applied to examine associations between perceived stress levels and selected demographic variables.
Results: Participants’ ages ranged from 18 to 24 years (Mean = 20.84, SD = 1.612). Most participants were male (80.3%), single (93.4%), and residing off campus (63.2%). The perceived stress score ranged from 1 to 38 (Mean = 18.49, SD = 9.588). Moderate stress was reported by 59.9% of students, and 16.4% reported high stress, while 23.7% experienced low stress. Major stressors included limited time to complete examination stations, anxiety while waiting for examination turns, and performing clinical skills under observation. A statistically significant association was found between perceived stress and gender (χ² = 7.21, p = 0.027), with female students reporting higher stress levels. No significant association was observed between stress level and place of residence (p = 0.816).
Conclusion: OSCE/OSPE examinations are associated with moderate levels of perceived stress among nursing students. Time pressure, anticipatory anxiety, and social evaluation were identified as major contributors to stress. Structured preparation programs, simulation training, and stress-management interventions may help reduce examination-related stress and improve students’ clinical performance.
