STRESS UNDER SCRUTINY: COPING STRATEGIES AMONG UNDERGRADUATE NURSING STUDENTS FACING OBJECTIVE STRUCTURED CLINICAL EXAMINATIONS (OSCE).

Abstract

Background: Objective Structured Clinical Examinations (OSCEs) are widely used to assess clinical competence in nursing education. However, they are often accompanied by high levels of stress, which can negatively impact students’ performance and learning outcomes. Understanding the coping strategies used by students is crucial for improving academic support systems and promoting mental well-being. Aim: This study aimed to assess the stress levels and coping strategies among undergraduate nursing students during OSCEs in selected nursing colleges in Swat, Pakistan. Methods: A cross-sectional quantitative design was adopted. The study was conducted among 274 nursing students selected through Raosoft sample size calculation from a population of 950 students. Data were collected using a validated structured questionnaire with a Content Validity Index (CVI) of 0.88 and a Cronbach’s Alpha of 0.84. The questionnaire was self-administered and included demographic data, stress assessment, and coping strategies. Data were analyzed using SPSS version 27 with descriptive and inferential statistics. Results: The majority of students reported moderate to high stress levels during OSCEs. Problem-focused coping strategies were used by 42.7% of students, emotion-focused strategies by 38.1%, and avoidance coping by 19.2%. A significant correlation was found between higher stress levels and the use of emotion-focused and avoidance coping strategies (p < 0.05). Senior students demonstrated slightly better coping mechanisms compared to juniors. Conclusion: Nursing students experience considerable stress during OSCEs and often resort to less effective coping strategies. Interventions aimed at stress reduction and coping skill enhancement are essential in nursing education.