The Differential Impact of High-Stakes Versus Routine OSCE Stations on Nursing Students' Stress Levels and Clinical Competency: An Experimental Study
Abstract Background: Objective Structured Clinical Examinations (OSCEs) are vital for assessing nursing competence. However, the design of OSCE stations, particularly comparing critical (high-stakes) versus routine (low-stakes) scenarios, may differentially impact student stress and clinical performance. This experimental study compared these effects to inform the optimal design of assessments.
Methods: This 2024 experimental study at Torbat Heydariyeh University randomly assigned 78 final-year nursing students to two groups (n=39 each). The Intervention Group faced a critical CPR station where failure resulted in exam disqualification, while the Control Group faced a standard routine station. Both groups received identical Basic Life Support (BLS) training in accordance with the 2020 AHA guidelines. Outcomes were assessed using: (a) the PSS-10 stress scale (α=0.85); (b) a 20-item BLS knowledge test; and (c) a 17-item CPR skills checklist, with performance metrics (depth, rate, ventilation) recorded objectively by a Laerdal QCPR® manikin. Data were analyzed using independent t-tests and the Mann-Whitney test to achieve 80% power.
Studieoversigt
Undersøgelsestype
Tilmelding (Faktiske)
Fase
- Ikke anvendelig
Kontakter og lokationer
Studiesteder
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Torbat Heydarieh, Iran
- Torbat Heydarieh university of Medical Sciences
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Deltagelseskriterier
Berettigelseskriterier
Aldre berettiget til at studere
- Barn
- Voksen
- Ældre voksen
Tager imod sunde frivillige
Beskrivelse
Inclusion Criteria:
- The inclusion criteria included nursing students in their eighth semester who had given their consent to participate in the study
Exclusion Criteria:
- Exclusion criteria were nursing students who were unwilling to participate, absence in any of the intervention sessions, and those who, for reasons such as acute stress, did not have the necessary mental or psychological readiness to perform cardiopulmonary resuscitation skills. Additionally, students taking medications that could attenuate the stress response (e.g., beta-blockers, central nervous system depressants) were also excluded.
Studieplan
Hvordan er undersøgelsen tilrettelagt?
Design detaljer
- Primært formål: Andet
- Tildeling: N/A
- Interventionel model: Parallel tildeling
- Maskning: Ingen (Åben etiket)
Våben og indgreb
Deltagergruppe / Arm |
Intervention / Behandling |
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Andet: Control-Group
There is routine and non-stakes OSCE in the control-group
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In this intervention, students had to pass more challenging OSCE in comparison with contol-group
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Hvad måler undersøgelsen?
Primære resultatmål
Resultatmål |
Foranstaltningsbeskrivelse |
Tidsramme |
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Stress of students in OSCE exam
Tidsramme: 1 day
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stress of students was measured by pss-10 questionnaire Stress levels were quantified using the Persian version of PSS-10 (α=0.85),
administered via OSCE.
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1 day
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BLS knowledge
Tidsramme: 1 day
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Basic life support knowledge To assess students' knowledge and clinical reasoning in mechanical ventilation, a researcher-developed, mixed-format questionnaire was used.
The tool included 20 items such as multiple-choice questions, clinical scenarios, calculation-based items (e.g., RSBI, ventilator settings), and graphic interpretation tasks.
Content areas covered ventilator modes, complications, alarm settings, ABG analysis, and weaning criteria, designed in alignment with recent guidelines including the American Heart Association (2023).
Content validity was confirmed by six experts in critical care and nursing education (CVI ≥ 0.8).
A pilot test with 30 final-year students demonstrated good internal consistency (Cronbach's α= 0.84).
The questionnaire was administered before and after the intervention in both study groups to evaluate learning outcomes.
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1 day
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Samarbejdspartnere og efterforskere
Datoer for undersøgelser
Studer store datoer
Studiestart (Faktiske)
Primær færdiggørelse (Faktiske)
Studieafslutning (Faktiske)
Datoer for studieregistrering
Først indsendt
Først indsendt, der opfyldte QC-kriterier
Først opslået (Faktiske)
Opdateringer af undersøgelsesjournaler
Sidste opdatering sendt (Faktiske)
Sidste opdatering indsendt, der opfyldte kvalitetskontrolkriterier
Sidst verificeret
Mere information
Begreber relateret til denne undersøgelse
Andre undersøgelses-id-numre
- (IR.THUMS.REC.1402.14026)
Plan for individuelle deltagerdata (IPD)
Planlægger du at dele individuelle deltagerdata (IPD)?
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