Jul 2026· Genetics and Molecular Research· 0 citations· 10 references
TL;DR
A substantial proportion of first-year nursing students experience moderate-to-high examination anxiety, and structured psychosocial support from parents and teachers, alongside institution-led self-study skill-building programmes, may help mitigate examination-related anxiety in this population.
Abstract
Background: Examination anxiety is a widely reported concern among nursing students, arising from the demanding nature of the nursing curriculum, competitive assessment structures, and clinical performance expectations. Persistent or severe examination anxiety can impair concentration, recall, and overall academic performance, making its early identification essential for effective student support. Objective: To assess the perceived level of examination anxiety among first-year undergraduate (B.Sc.) nursing students and to determine its association with selected demographic variables. Methods: A descriptive, cross-sectional design was adopted among 50 first-year B.Sc. Nursing students at a nursing college in Coimbatore, India, selected through simple random (lottery) sampling. Data were collected using a demographic proforma and the Westside Test Anxiety Scale, a validated 10-item, 5-point rating instrument. Descriptive statistics (frequency, percentage) and the chi-square test were used for data analysis. Results: Of the 50 participants, 34% experienced moderately high anxiety, 28% slight anxiety, 26% high anxiety, 10% no anxiety, and 2% extreme anxiety. No statistically significant association was found between examination anxiety and demographic variables such as age, gender, medium of instruction, prior academic marks, or note-preparation habits (p>0.05), except for parental/teacher support, which showed a significant association (χ²=50.00, p<0.05). Conclusion: A substantial proportion of first-year nursing students experience moderate-to-high examination anxiety. Structured psychosocial support from parents and teachers, alongside institution-led self-study skill-building programmes, may help mitigate examination-related anxiety in this population.
Students demonstrated high professional readiness and basic clinical skill acquisition, while the least acquired skills were condom catheter application, Leopold's maneuver and terminal care.
Miray Aksu, B. Demirel, P. Ince et al.· Sakarya Üniversitesi Holisti...· 0 citations
Nursing students are particularly vulnerable to academic stress due to the combined demands of academic coursework and clinical training. This study aimed to describe the academic stress profile of nursing students in Padang, Indonesia, by examining four symptom dimensions: cognitive (thought), behavioral, physical, and emotional (feeling) symptoms. A quantitative descriptive cross-sectional design was employed, involving 104 nursing students selected through total sampling. Data were collected using a self-developed 35-item Academic Stress Questionnaire based on a five-point Likert scale, which demonstrated excellent internal consistency (Cronbach's α = .954). Descriptive statistical analysis showed that most students experienced moderate (34.6%) or high (30.8%) levels of academic stress, with 35.6% classified in the high-to-very-high categories. Among the four symptom dimensions, cognitive (thought) symptoms were the most dominant, followed by emotional (feeling), behavioral, and physical symptoms. These findings indicate that academic stress among nursing students is characterized primarily by cognitive and emotional manifestations rather than physical symptoms. The results provide an empirical basis for developing targeted guidance and counseling interventions, particularly those emphasizing cognitive restructuring and emotional regulation, to better support nursing students' psychological well-being and academic adjustment.
Nur Kholiza Fitri, Netrawati Netrawati, Z. Ardi et al.· Grief and Trauma· 0 citations
Background: The Objective Structured Clinical Examination (OSCE) has been widely adopted in health professions education because of its objectivity, standardisation, and structured approach to assessing clinical competence. Despite its widespread use, limited evidence exists regarding nursing students’ perceptions of the OSCE, its perceived efficacy, and the factors influencing their performance.
Aim: To assess nursing students’ perceptions, perceived efficacy, and factors influencing performance in the Objective Structured Clinical Examination.
Method: A cross-sectional descriptive study was conducted among 135 nursing students in 300–500 levels who had prior OSCE experience at the University of Ibadan. Participants were selected using stratified random sampling. Data were collected using a structured, self-administered questionnaire adapted from validated instruments and administered through Google Forms. The questionnaire assessed respondents’ demographic characteristics, perceptions of the OSCE, perceived efficacy, and factors influencing performance. Data were analysed using descriptive statistics (frequencies, percentages, means, and standard deviations) and Fisher’s exact test at a 5% level of significance (α = .05).
Findings: The respondents had a mean age of 22.96 ± 1.86 years, and the majority were female (83.7%). Most respondents perceived the OSCE as a fair method of assessment (65.9%). Participants reported that the OSCE effectively assessed a broad range of clinical skills (73.3%) and aligned well with taught course content (69.6%). Major factors influencing performance included examiner behaviour (73.3%), examination anxiety (94.8%), inadequate time allocation (82.2%), and improvised equipment (83.0%). Time allocation (p = .037) and content load (p = .028) were significantly associated with students' perceptions of OSCE performance.
Conclusion: The OSCE is perceived as an effective and objective method for assessing clinical competence among nursing students. However, inadequate time allocation, unfavourable examiner behaviour, examination anxiety, and insufficient resources may adversely affect students' performance and the overall effectiveness of the examination.
Recommendation: Nursing education institutions should strengthen examiner training, ensure adequate availability of standard equipment and materials, optimise time allocation for OSCE stations, and review checklist structures to improve assessment quality, enhance students' performance, and promote clinical competence.
Keywords: Objective Structured Clinical Examination (OSCE), clinical competence, efficacy, influencing factors, nursing students, perception.
Background Dental education is undergoing continuous development to align with evolving healthcare demands. Understanding students’ academic experiences, curriculum perceptions, research involvement, and career expectations is essential for improving training quality. This study aimed to assess these factors among dental students. Methods This cross-sectional descriptive study included 194 dental students from the second year to the internship level. Participants were recruited using convenience sampling. Data were collected through a structured, self-administered questionnaire assessing academic experiences, curriculum perceptions, research involvement, community engagement, and career expectations. Descriptive statistics and chi-square tests were performed, with significance set at p < .05. Results Of the participants, 56.7% were female, and 43.3% reported having considered leaving dental school. Research involvement was reported by 40.7% of students, with lack of knowledge and time constraints identified as key barriers. Time-management difficulties were the most commonly reported academic challenge (33.0%). Perceptions of the curriculum were divided, with significant differences observed across academic levels (p = .020). Differences between preclinical and clinical training were reported by 48.5% of students (p < .001). Career expectations were generally high (65.5%), although they varied significantly across academic levels (p = .001). Conclusion Dental students reported varied academic experiences, with challenges in time management, research engagement, and clinical transition. These exploratory findings highlight the need for targeted educational support and further validation.
Abdullah F. Alshammari, Sarah A. Alenezi, Abdulkarim A. Alnasrallah et al.· Journal of Medical Education...· 0 citations
This study determined the relationship between the innovative practices of clinical instructors and the student performance of nursing students at the University of La Salette as basis for a proposed Clinical Practice Enhancement Program. The study used a descriptive-correlational research design and involved third-year and fourth-year nursing students as respondents. A structured survey questionnaire was used to gather data on the respondents' profile, the level of innovative management practices of clinical instructors, and the level of student performance based on the Six-Dimension Scale of Nursing Performance. Frequency, percentage, weighted mean, Kruskal-Wallis H test, Mann-Whitney U test, and Pearson correlation coefficient were used to analyze the data. Findings revealed that the respondents were mostly within the 20-23 age range, predominantly female, and almost evenly distributed between third-year and fourth-year levels. The innovative management practices of clinical instructors were rated Very Highly Practiced, particularly in transformational leadership, support for professional development, creativity and change management, participative decision-making, and the use of technology and evidence-based practices. Student performance was rated Excellent across the six dimensions of nursing performance, with interpersonal relations as the strongest area and leadership as the area needing further strengthening. The findings also showed no significant differences in the students' evaluation of clinical instructors' innovative practices and student performance when grouped according to age, sex, and year level. However, a significant positive relationship was found between the innovative practices of clinical instructors and student performance. Thus, the null hypothesis on the relationship between the two variables was rejected. The study concluded that innovative, supportive, participative, and evidence-based clinical instruction contributed meaningfully to better student performance. Based on the findings, an Enhancement Program was proposed to sustain effective clinical teaching practices and further improve student leadership, feedback-seeking behavior, technology use, reflective learning, and professional development.
Hannah Kathrine B. Chiu, Steve M. Esteban· International journal of res...· 0 citations
Stress is a common problem frequently experienced by nursing students during clinical practice. Factors such as academic workload, adaptation to a new environment, and high academic expectations may increase the risk of stress. Self-efficacy is assumed to play an important role in reducing stress levels. This study aimed to investigate the relationship between self-efficacy and stress levels among students undertaking their first clinical practice at the Health Department of Subang State Polytechnic. This quantitative study employed a descriptive correlational design with a cross-sectional. The sample consisted of 120 third-semester students who were about to undertake clinical practice, selected using total sampling. The instruments used were the General Self-Efficacy Scale (GSES) and the Depression Anxiety Stress Scale (DASS-21). Data were analyzed using the Spearman Rank test. The results showed that 86% of students had high self-efficacy. The result showed that, 43.3% experienced moderate stress, 31.8% severe stress, 13.3% mild stress, and 11.6% were within the normal category. There was a significant negative relationship between self-efficacy and stress levels (r = -0.210; p = 0.040). Higher self-efficacy was associated with lower stress levels. Programs to enhance self-efficacy should be integrated with psychomotor skills training in nursing laboratories to better prepare students for clinical challenges and develop effective stress-management skills. This can be achieved by incorporating stress-management content into the curriculum, particularly in early programs and during students first clinical experiences.
Achmad Vindo Galaresa, Firmansyah, H. Agustina et al.· Citra Delima Scientific jour...· 0 citations
We use cookies to run the site and, with your consent, for analytics and to show ads.
See our Cookie Policy.
