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.
Panoramica dello studio
Tipo di studio
Iscrizione (Effettivo)
Fase
- Non applicabile
Contatti e Sedi
Luoghi di studio
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Torbat Heydarieh, Iran
- Torbat Heydarieh university of Medical Sciences
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Criteri di partecipazione
Criteri di ammissibilità
Età idonea allo studio
- Bambino
- Adulto
- Adulto più anziano
Accetta volontari sani
Descrizione
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.
Piano di studio
Come è strutturato lo studio?
Dettagli di progettazione
- Scopo principale: Altro
- Assegnazione: N / A
- Modello interventistico: Assegnazione parallela
- Mascheramento: Nessuno (etichetta aperta)
Armi e interventi
Gruppo di partecipanti / Arm |
Intervento / Trattamento |
|---|---|
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Altro: 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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Cosa sta misurando lo studio?
Misure di risultato primarie
Misura del risultato |
Misura Descrizione |
Lasso di tempo |
|---|---|---|
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Stress of students in OSCE exam
Lasso di tempo: 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
Lasso di tempo: 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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Collaboratori e investigatori
Studiare le date dei record
Studia le date principali
Inizio studio (Effettivo)
Completamento primario (Effettivo)
Completamento dello studio (Effettivo)
Date di iscrizione allo studio
Primo inviato
Primo inviato che soddisfa i criteri di controllo qualità
Primo Inserito (Effettivo)
Aggiornamenti dei record di studio
Ultimo aggiornamento pubblicato (Effettivo)
Ultimo aggiornamento inviato che soddisfa i criteri QC
Ultimo verificato
Maggiori informazioni
Termini relativi a questo studio
Altri numeri di identificazione dello studio
- (IR.THUMS.REC.1402.14026)
Piano per i dati dei singoli partecipanti (IPD)
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