Examining the Impact of MOCK OSCE on Test Anxiety and clinical Performance of First-Term Nursing Students in the OSCE Exam
Year: 2024
Type: article
Abstract: Background: The Objective Structured Clinical Examination (OSCE) is a commonly used method for assessing clinical skills among nursing students. However, it often induces anxiety, which can impact student performance. This study aims to examine the effect of a simulated OSCE (MOCK OSCE) on reducing test anxiety and improving performance in nursing students during the OSCE.Method: This quasi-experimental study was conducted on 65 first-year nursing students at Aligudarz Nursing School during the 2023-2024 academic years. Using a census sampling method, students were randomly assigned to two groups: an intervention group, which participated in a MOCK OSCE program (including test scenarios, feedback, and practical exercises), and a control group, which continued with the regular curriculum. Test anxiety was measured before and after the intervention using the Sarason Test Anxiety Scale, and OSCE performance scores were evaluated with standardized checklists. Data were analyzed with paired t-tests, independent t-tests, and ANOVA using SPSS version 23.Results: The results showed a significant decrease in test anxiety scores within the intervention group before and after the simulated OSCE (p<0.001, R=-0.91). Additionally, performance scores in the final OSCE were higher for the intervention group than the control group (R=0.59, p<0.05). However, test anxiety did not have a substantial impact on performance within this study (p<0.05, R=-0.23).Conclusion: Implementing simulated OSCEs may help reduce test anxiety and enhance nursing students' performance in the final OSCE. Incorporating this approach is recommended as part of the assessment program for nursing students.
Authors: Masoumeh Fuladvandi, Shirin Ghazi, Masoumeh Abdi, Shahin Salarvand
Institution: Lorestan University of Medical Sciences
Language: English
Subfield: Physiology
Field: Medicine
Domain: Health Sciences
Open Access status: green
OpenAlex ID: W6945242266
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