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首页> 外文期刊>BMC Medical Education >The effect of a stress and anxiety coping program on objective structured clinical examination performance among nursing students in shiraz, Iran
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The effect of a stress and anxiety coping program on objective structured clinical examination performance among nursing students in shiraz, Iran

机译：压力与焦虑应对方案对伊朗海盗护理学生客观结构临床审查绩效的影响

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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.
机译：摘要在护理学生的能力和实践技能的抽象背景评估，使用客观结构化临床检查（欧安组织）是护理教育计划的一个组成部分。然而，它们的性能可能会受到试验前显着的压力和焦虑程度的负面影响。本研究旨在评估焦虑应对计划对伊朗西拉拉兹第一年护理学生的欧安组织绩效水平的影响。方法采用76名护理学生进行了目前的准实验研究;对照组（N？=？35）和干预组（n？=？41）。为了获得研究目的，干预组获得了预先考试的焦虑应对计划，包括放松和舒缓的技术，膈肌呼吸训练和渐进肌肉放松训练，伴随着轻型乐器音乐，而对照组在考试前没有干预。数据收集仪器包括人口特征形式和国家特质焦虑库存（STAI）问卷。参与者的人口特征表明了研究人群中的总体均匀性。在欧安组织之前和之后填充了STAI调查表，并将结果与​​对照组的结果进行了比较。使用SPSS软件（22.0版）分析数据。 p？<？0.05被认为是统计学意义。由于焦虑应对计划的结果，观察到焦虑评分的大幅减少（焦虑分数（在11.61次）中的干预组中。对照和干预组之间的预见和后检查后焦虑分数有显着差异（P？<0.001）。与中期结果相比，焦虑的焦虑计划在最终考试中提高了哺乳学生的检查结果（增加0.9487？单位，P？<0.001）。结论焦虑应对计划减少了护理学生中的焦虑水平，并改善了他们的欧安组织结果。我们的研究结果可用于更好地评估不同医疗群体的临床活动。此外，教育工作者可以在评估之前实施这种应对计划，以便有效评估学生的知识，态度和表现。

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