The effect of a stress and anxiety coping program on objective structured clinical examination performance among nursing students in shiraz, Iran.
Identifieur interne : 000132 ( Main/Exploration ); précédent : 000131; suivant : 000133The effect of a stress and anxiety coping program on objective structured clinical examination performance among nursing students in shiraz, Iran.
Auteurs : Sadaf Mojarrab [Iran] ; Leila Bazrafkan [Iran] ; Azita Jaberi [Iran]Source :
- BMC medical education [ 1472-6920 ] ; 2020.
Abstract
BACKGROUND
Evaluation of the competence and practical skills of nursing students, using the objective structured clinical examination (OSCE), is an integral part of the nursing education program. However, their performance could be negatively influenced by a significant level of stress and anxiety prior to the test. The present study aimed to evaluate the effect of an anxiety coping program on the OSCE performance level of first-year nursing students in Shiraz, Iran.
METHODS
The present quasi-experimental study was conducted among 76 nursing students; control group (n = 35) and intervention group (n = 41). To attain the study purpose, the intervention group received a pre-exam anxiety coping program that included relaxation and soothing techniques, diaphragmatic breathing training, and progressive muscle relaxation training accompanied by light instrumental music, while the control group received no intervention before the exam. Data collection instruments included a demographic characteristics form and State-Trait Anxiety Inventory (STAI) questionnaire. Demographic characteristics of the participants indicated an overall homogeneity within the study population. The STAI questionnaire was filled in before and after the OSCE and the results were compared with those of the control group. The data were analysed using SPSS software (version 22.0). P < 0.05 was considered statistically significant.
RESULTS
As a result of the anxiety coping program, a substantial reduction in the anxiety score (by 11.61 units) in the intervention group was observed. There was a significant difference in the pre- and post-exam anxiety scores between the control and intervention groups (P < 0.001). The anxiety coping program improved the examination results of nursing students in the final exam compared to the midterm results (an increase of 0.9487 units, P < 0.001).
CONCLUSION
The anxiety coping program reduced the anxiety level among nursing students and improved their OSCE results. Our findings can be utilized to better evaluate clinical activities in different medical and paramedical groups. Moreover, educators can implement such coping programs prior to evaluations in order to effectively assess the knowledge, attitude, and performance of the students.
DOI: 10.1186/s12909-020-02228-9
PubMed: 32928184
PubMed Central: PMC7491091
Affiliations:
Links toward previous steps (curation, corpus...)
Le document en format XML
<record><TEI><teiHeader><fileDesc><titleStmt><title xml:lang="en">The effect of a stress and anxiety coping program on objective structured clinical examination performance among nursing students in shiraz, Iran.</title><author><name sortKey="Mojarrab, Sadaf" sort="Mojarrab, Sadaf" uniqKey="Mojarrab S" first="Sadaf" last="Mojarrab">Sadaf Mojarrab</name><affiliation wicri:level="1"><nlm:affiliation>Medical Education Department, Medical Education Development Centre, Shiraz University of Medical Sciences, Shiraz, Iran.</nlm:affiliation><country xml:lang="fr">Iran</country><wicri:regionArea>Medical Education Department, Medical Education Development Centre, Shiraz University of Medical Sciences, Shiraz</wicri:regionArea><wicri:noRegion>Shiraz</wicri:noRegion></affiliation></author><author><name sortKey="Bazrafkan, Leila" sort="Bazrafkan, Leila" uniqKey="Bazrafkan L" first="Leila" last="Bazrafkan">Leila Bazrafkan</name><affiliation wicri:level="1"><nlm:affiliation>Clinical Education Research Centre, Education Developmental Centre, Shiraz University of Medical Sciences, Sina-Sadra Halls Complex, Neshat Ave, Shiraz, Postcode: 7134874689, Iran. l.bazrafkan@yahoo.com.</nlm:affiliation><country xml:lang="fr">Iran</country><wicri:regionArea>Clinical Education Research Centre, Education Developmental Centre, Shiraz University of Medical Sciences, Sina-Sadra Halls Complex, Neshat Ave, Shiraz, Postcode: 7134874689</wicri:regionArea><wicri:noRegion>Postcode: 7134874689</wicri:noRegion></affiliation></author><author><name sortKey="Jaberi, Azita" sort="Jaberi, Azita" uniqKey="Jaberi A" first="Azita" last="Jaberi">Azita Jaberi</name><affiliation wicri:level="1"><nlm:affiliation>Community Based Psychiatric Care Research Center, School of Nursing and Midwifery, Shiraz University of Medical Sciences, Shiraz, Iran.</nlm:affiliation><country xml:lang="fr">Iran</country><wicri:regionArea>Community Based Psychiatric Care Research Center, School of Nursing and Midwifery, Shiraz University of Medical Sciences, Shiraz</wicri:regionArea><wicri:noRegion>Shiraz</wicri:noRegion></affiliation></author></titleStmt><publicationStmt><idno type="wicri:source">PubMed</idno><date when="2020">2020</date><idno type="RBID">pubmed:32928184</idno><idno type="pmid">32928184</idno><idno type="doi">10.1186/s12909-020-02228-9</idno><idno type="pmc">PMC7491091</idno><idno type="wicri:Area/Main/Corpus">000163</idno><idno type="wicri:explorRef" wicri:stream="Main" wicri:step="Corpus" wicri:corpus="PubMed">000163</idno><idno type="wicri:Area/Main/Curation">000163</idno><idno type="wicri:explorRef" wicri:stream="Main" wicri:step="Curation">000163</idno><idno type="wicri:Area/Main/Exploration">000163</idno></publicationStmt><sourceDesc><biblStruct><analytic><title xml:lang="en">The effect of a stress and anxiety coping program on objective structured clinical examination performance among nursing students in shiraz, Iran.</title><author><name sortKey="Mojarrab, Sadaf" sort="Mojarrab, Sadaf" uniqKey="Mojarrab S" first="Sadaf" last="Mojarrab">Sadaf Mojarrab</name><affiliation wicri:level="1"><nlm:affiliation>Medical Education Department, Medical Education Development Centre, Shiraz University of Medical Sciences, Shiraz, Iran.</nlm:affiliation><country xml:lang="fr">Iran</country><wicri:regionArea>Medical Education Department, Medical Education Development Centre, Shiraz University of Medical Sciences, Shiraz</wicri:regionArea><wicri:noRegion>Shiraz</wicri:noRegion></affiliation></author><author><name sortKey="Bazrafkan, Leila" sort="Bazrafkan, Leila" uniqKey="Bazrafkan L" first="Leila" last="Bazrafkan">Leila Bazrafkan</name><affiliation wicri:level="1"><nlm:affiliation>Clinical Education Research Centre, Education Developmental Centre, Shiraz University of Medical Sciences, Sina-Sadra Halls Complex, Neshat Ave, Shiraz, Postcode: 7134874689, Iran. l.bazrafkan@yahoo.com.</nlm:affiliation><country xml:lang="fr">Iran</country><wicri:regionArea>Clinical Education Research Centre, Education Developmental Centre, Shiraz University of Medical Sciences, Sina-Sadra Halls Complex, Neshat Ave, Shiraz, Postcode: 7134874689</wicri:regionArea><wicri:noRegion>Postcode: 7134874689</wicri:noRegion></affiliation></author><author><name sortKey="Jaberi, Azita" sort="Jaberi, Azita" uniqKey="Jaberi A" first="Azita" last="Jaberi">Azita Jaberi</name><affiliation wicri:level="1"><nlm:affiliation>Community Based Psychiatric Care Research Center, School of Nursing and Midwifery, Shiraz University of Medical Sciences, Shiraz, Iran.</nlm:affiliation><country xml:lang="fr">Iran</country><wicri:regionArea>Community Based Psychiatric Care Research Center, School of Nursing and Midwifery, Shiraz University of Medical Sciences, Shiraz</wicri:regionArea><wicri:noRegion>Shiraz</wicri:noRegion></affiliation></author></analytic><series><title level="j">BMC medical education</title><idno type="eISSN">1472-6920</idno><imprint><date when="2020" type="published">2020</date></imprint></series></biblStruct></sourceDesc></fileDesc><profileDesc><textClass></textClass></profileDesc></teiHeader><front><div type="abstract" xml:lang="en"><p><b>BACKGROUND</b></p><p>Evaluation of the competence and practical skills of nursing students, using the objective structured clinical examination (OSCE), is an integral part of the nursing education program. However, their performance could be negatively influenced by a significant level of stress and anxiety prior to the test. The present study aimed to evaluate the effect of an anxiety coping program on the OSCE performance level of first-year nursing students in Shiraz, Iran.</p></div><div type="abstract" xml:lang="en"><p><b>METHODS</b></p><p>The present quasi-experimental study was conducted among 76 nursing students; control group (n = 35) and intervention group (n = 41). To attain the study purpose, the intervention group received a pre-exam anxiety coping program that included relaxation and soothing techniques, diaphragmatic breathing training, and progressive muscle relaxation training accompanied by light instrumental music, while the control group received no intervention before the exam. Data collection instruments included a demographic characteristics form and State-Trait Anxiety Inventory (STAI) questionnaire. Demographic characteristics of the participants indicated an overall homogeneity within the study population. The STAI questionnaire was filled in before and after the OSCE and the results were compared with those of the control group. The data were analysed using SPSS software (version 22.0). P < 0.05 was considered statistically significant.</p></div><div type="abstract" xml:lang="en"><p><b>RESULTS</b></p><p>As a result of the anxiety coping program, a substantial reduction in the anxiety score (by 11.61 units) in the intervention group was observed. There was a significant difference in the pre- and post-exam anxiety scores between the control and intervention groups (P < 0.001). The anxiety coping program improved the examination results of nursing students in the final exam compared to the midterm results (an increase of 0.9487 units, P < 0.001).</p></div><div type="abstract" xml:lang="en"><p><b>CONCLUSION</b></p><p>The anxiety coping program reduced the anxiety level among nursing students and improved their OSCE results. Our findings can be utilized to better evaluate clinical activities in different medical and paramedical groups. Moreover, educators can implement such coping programs prior to evaluations in order to effectively assess the knowledge, attitude, and performance of the students.</p></div></front></TEI><pubmed><MedlineCitation Status="In-Process" Owner="NLM"><PMID Version="1">32928184</PMID><DateRevised><Year>2020</Year><Month>10</Month><Day>01</Day></DateRevised><Article PubModel="Electronic"><Journal><ISSN IssnType="Electronic">1472-6920</ISSN><JournalIssue CitedMedium="Internet"><Volume>20</Volume><Issue>1</Issue><PubDate><Year>2020</Year><Month>Sep</Month><Day>14</Day></PubDate></JournalIssue><Title>BMC medical education</Title><ISOAbbreviation>BMC Med Educ</ISOAbbreviation></Journal><ArticleTitle>The effect of a stress and anxiety coping program on objective structured clinical examination performance among nursing students in shiraz, Iran.</ArticleTitle><Pagination><MedlinePgn>301</MedlinePgn></Pagination><ELocationID EIdType="doi" ValidYN="Y">10.1186/s12909-020-02228-9</ELocationID><Abstract><AbstractText Label="BACKGROUND" NlmCategory="BACKGROUND">Evaluation of the competence and practical skills of nursing students, using the objective structured clinical examination (OSCE), is an integral part of the nursing education program. However, their performance could be negatively influenced by a significant level of stress and anxiety prior to the test. The present study aimed to evaluate the effect of an anxiety coping program on the OSCE performance level of first-year nursing students in Shiraz, Iran.</AbstractText><AbstractText Label="METHODS" NlmCategory="METHODS">The present quasi-experimental study was conducted among 76 nursing students; control group (n = 35) and intervention group (n = 41). To attain the study purpose, the intervention group received a pre-exam anxiety coping program that included relaxation and soothing techniques, diaphragmatic breathing training, and progressive muscle relaxation training accompanied by light instrumental music, while the control group received no intervention before the exam. Data collection instruments included a demographic characteristics form and State-Trait Anxiety Inventory (STAI) questionnaire. Demographic characteristics of the participants indicated an overall homogeneity within the study population. The STAI questionnaire was filled in before and after the OSCE and the results were compared with those of the control group. The data were analysed using SPSS software (version 22.0). P < 0.05 was considered statistically significant.</AbstractText><AbstractText Label="RESULTS" NlmCategory="RESULTS">As a result of the anxiety coping program, a substantial reduction in the anxiety score (by 11.61 units) in the intervention group was observed. There was a significant difference in the pre- and post-exam anxiety scores between the control and intervention groups (P < 0.001). The anxiety coping program improved the examination results of nursing students in the final exam compared to the midterm results (an increase of 0.9487 units, P < 0.001).</AbstractText><AbstractText Label="CONCLUSION" NlmCategory="CONCLUSIONS">The anxiety coping program reduced the anxiety level among nursing students and improved their OSCE results. Our findings can be utilized to better evaluate clinical activities in different medical and paramedical groups. Moreover, educators can implement such coping programs prior to evaluations in order to effectively assess the knowledge, attitude, and performance of the students.</AbstractText></Abstract><AuthorList CompleteYN="Y"><Author ValidYN="Y"><LastName>Mojarrab</LastName><ForeName>Sadaf</ForeName><Initials>S</Initials><AffiliationInfo><Affiliation>Medical Education Department, Medical Education Development Centre, Shiraz University of Medical Sciences, Shiraz, Iran.</Affiliation></AffiliationInfo></Author><Author ValidYN="Y"><LastName>Bazrafkan</LastName><ForeName>Leila</ForeName><Initials>L</Initials><AffiliationInfo><Affiliation>Clinical Education Research Centre, Education Developmental Centre, Shiraz University of Medical Sciences, Sina-Sadra Halls Complex, Neshat Ave, Shiraz, Postcode: 7134874689, Iran. l.bazrafkan@yahoo.com.</Affiliation></AffiliationInfo></Author><Author ValidYN="Y"><LastName>Jaberi</LastName><ForeName>Azita</ForeName><Initials>A</Initials><AffiliationInfo><Affiliation>Community Based Psychiatric Care Research Center, School of Nursing and Midwifery, Shiraz University of Medical Sciences, Shiraz, Iran.</Affiliation></AffiliationInfo></Author></AuthorList><Language>eng</Language><PublicationTypeList><PublicationType UI="D016428">Journal Article</PublicationType></PublicationTypeList><ArticleDate DateType="Electronic"><Year>2020</Year><Month>09</Month><Day>14</Day></ArticleDate></Article><MedlineJournalInfo><Country>England</Country><MedlineTA>BMC Med Educ</MedlineTA><NlmUniqueID>101088679</NlmUniqueID><ISSNLinking>1472-6920</ISSNLinking></MedlineJournalInfo><CitationSubset>IM</CitationSubset><KeywordList Owner="NOTNLM"><Keyword MajorTopicYN="N">Anxiety</Keyword><Keyword MajorTopicYN="N">Nursing students</Keyword><Keyword MajorTopicYN="N">State-trait anxiety inventory</Keyword></KeywordList></MedlineCitation><PubmedData><History><PubMedPubDate PubStatus="received"><Year>2019</Year><Month>08</Month><Day>08</Day></PubMedPubDate><PubMedPubDate PubStatus="accepted"><Year>2020</Year><Month>09</Month><Day>07</Day></PubMedPubDate><PubMedPubDate PubStatus="entrez"><Year>2020</Year><Month>9</Month><Day>15</Day><Hour>5</Hour><Minute>34</Minute></PubMedPubDate><PubMedPubDate PubStatus="pubmed"><Year>2020</Year><Month>9</Month><Day>16</Day><Hour>6</Hour><Minute>0</Minute></PubMedPubDate><PubMedPubDate PubStatus="medline"><Year>2020</Year><Month>9</Month><Day>16</Day><Hour>6</Hour><Minute>0</Minute></PubMedPubDate></History><PublicationStatus>epublish</PublicationStatus><ArticleIdList><ArticleId IdType="pubmed">32928184</ArticleId><ArticleId IdType="doi">10.1186/s12909-020-02228-9</ArticleId><ArticleId IdType="pii">10.1186/s12909-020-02228-9</ArticleId><ArticleId IdType="pmc">PMC7491091</ArticleId></ArticleIdList><ReferenceList><Reference><Citation>Nurse Educ Today. 2018 Sep;68:71-74</Citation><ArticleIdList><ArticleId IdType="pubmed">29890371</ArticleId></ArticleIdList></Reference><Reference><Citation>J Chiropr Educ. 2015 Oct;29(2):139-44</Citation><ArticleIdList><ArticleId IdType="pubmed">25806413</ArticleId></ArticleIdList></Reference><Reference><Citation>Complement Ther Clin Pract. 2016 Nov;25:106-113</Citation><ArticleIdList><ArticleId IdType="pubmed">27863599</ArticleId></ArticleIdList></Reference><Reference><Citation>Nurse Educ Today. 2012 Apr;32(3):283-8</Citation><ArticleIdList><ArticleId IdType="pubmed">21555167</ArticleId></ArticleIdList></Reference><Reference><Citation>Int J Med Educ. 2016 Dec 29;7:424-427</Citation><ArticleIdList><ArticleId IdType="pubmed">28035056</ArticleId></ArticleIdList></Reference><Reference><Citation>Ir Vet J. 2018 Jul 27;71:15</Citation><ArticleIdList><ArticleId IdType="pubmed">30069304</ArticleId></ArticleIdList></Reference><Reference><Citation>J Nurs Educ. 2015 Sep;54(9):520-4</Citation><ArticleIdList><ArticleId IdType="pubmed">26334339</ArticleId></ArticleIdList></Reference><Reference><Citation>Nurse Educ Pract. 2019 Feb;35:83-89</Citation><ArticleIdList><ArticleId IdType="pubmed">30739050</ArticleId></ArticleIdList></Reference><Reference><Citation>Clin Med Res. 2019 Jun;17(1-2):1-10</Citation><ArticleIdList><ArticleId IdType="pubmed">31160473</ArticleId></ArticleIdList></Reference><Reference><Citation>Nurse Educ Today. 2016 May;40:104-10</Citation><ArticleIdList><ArticleId IdType="pubmed">27125158</ArticleId></ArticleIdList></Reference><Reference><Citation>Nurse Educ Today. 2017 Jul;54:56-61</Citation><ArticleIdList><ArticleId IdType="pubmed">28477564</ArticleId></ArticleIdList></Reference><Reference><Citation>Adv Med Educ Pract. 2019 May 03;10:245-251</Citation><ArticleIdList><ArticleId IdType="pubmed">31191073</ArticleId></ArticleIdList></Reference><Reference><Citation>Nurse Educ Today. 2017 May;52:10-14</Citation><ArticleIdList><ArticleId IdType="pubmed">28214664</ArticleId></ArticleIdList></Reference><Reference><Citation>Clin Teach. 2014 Jun;11(3):214-8</Citation><ArticleIdList><ArticleId IdType="pubmed">24802924</ArticleId></ArticleIdList></Reference><Reference><Citation>J Nurs Res. 2019 Aug;27(4):e38</Citation><ArticleIdList><ArticleId IdType="pubmed">30676427</ArticleId></ArticleIdList></Reference><Reference><Citation>Nurse Educ Today. 2014 Mar;34(3):468-73</Citation><ArticleIdList><ArticleId IdType="pubmed">23683814</ArticleId></ArticleIdList></Reference><Reference><Citation>Nurse Educ Today. 2015 Sep;35(9):987-91</Citation><ArticleIdList><ArticleId IdType="pubmed">26004437</ArticleId></ArticleIdList></Reference><Reference><Citation>J Res Med Sci. 2014 May;19(5):391-7</Citation><ArticleIdList><ArticleId IdType="pubmed">25097619</ArticleId></ArticleIdList></Reference><Reference><Citation>Med Educ. 2016 Apr;50(4):376-9</Citation><ArticleIdList><ArticleId IdType="pubmed">26995470</ArticleId></ArticleIdList></Reference><Reference><Citation>Med Teach. 2013 Sep;35(9):e1437-46</Citation><ArticleIdList><ArticleId IdType="pubmed">23968323</ArticleId></ArticleIdList></Reference></ReferenceList></PubmedData></pubmed><affiliations><list><country><li>Iran</li></country></list><tree><country name="Iran"><noRegion><name sortKey="Mojarrab, Sadaf" sort="Mojarrab, Sadaf" uniqKey="Mojarrab S" first="Sadaf" last="Mojarrab">Sadaf Mojarrab</name></noRegion><name sortKey="Bazrafkan, Leila" sort="Bazrafkan, Leila" uniqKey="Bazrafkan L" first="Leila" last="Bazrafkan">Leila Bazrafkan</name><name sortKey="Jaberi, Azita" sort="Jaberi, Azita" uniqKey="Jaberi A" first="Azita" last="Jaberi">Azita Jaberi</name></country></tree></affiliations></record>Pour manipuler ce document sous Unix (Dilib)
EXPLOR_STEP=$WICRI_ROOT/Sante/explor/SanteMusiqueV1/Data/Main/Exploration
HfdSelect -h $EXPLOR_STEP/biblio.hfd -nk 000132 | SxmlIndent | more
Ou
HfdSelect -h $EXPLOR_AREA/Data/Main/Exploration/biblio.hfd -nk 000132 | SxmlIndent | more
Pour mettre un lien sur cette page dans le réseau Wicri
{{Explor lien
|wiki= Sante
|area= SanteMusiqueV1
|flux= Main
|étape= Exploration
|type= RBID
|clé= pubmed:32928184
|texte= The effect of a stress and anxiety coping program on objective structured clinical examination performance among nursing students in shiraz, Iran.
}}
Pour générer des pages wiki
HfdIndexSelect -h $EXPLOR_AREA/Data/Main/Exploration/RBID.i -Sk "pubmed:32928184" \
| HfdSelect -Kh $EXPLOR_AREA/Data/Main/Exploration/biblio.hfd \
| NlmPubMed2Wicri -a SanteMusiqueV1
| This area was generated with Dilib version V0.6.38. |  |