Relation of Anxiety Levels and Objective Structured Clinical Examination among Undergraduate Nursing Students

Abstract

Background: The incidence of stress and anxiety among nursing students is observed across all academic years of their educational training. Although Objective Structured Clinical Examinations (OSCEs) are helpful in healthcare education, they can be anxiety-inducing. This study aimed to assess the anxiety level among nursing students during the OSCE exams. Methods: A descriptive cross-sectional study was carried out on a purposive sample by distributing an online survey among students from an undergraduate nursing program. Anxiety levels were measured using the State-trait anxiety inventory, including the subscales of the state and trait of anxiety. Results: A total of 121 students with a mean age of 22.2 years (SD +/-3.6) participated in the study. The majority of the participants, 72.7%, were females, and 27.3% were males. Before attending the OSCE, 58.7% of the participants reported a mild degree of anxiety, 33.1% had a moderate level of anxiety, and only 8.3% had a severe level of trait anxiety. Conclusions: The findings highlight the complex interplay between sociodemographic factors, academic performance, work-study balance, and anxiety levels among nursing students preparing for high-stakes assessments like the OSCE. Addressing anxiety levels among nursing students preparing for OSCE assessments requires a multifaceted approach that considers individual characteristics, academic performance, and external stressors.