The Objective Structured Clinical Examination (OSCE) is a widely implemented tool in healthcare education that provides a structured way to assess clinical and theoretical competencies through simulated scenarios. Although its effectiveness in improving performance and confidence is acknowledged, its non-traditional format compared to conventional exams can generate significant anxiety among students due to unfamiliarity and perceived difficulty. Background/Objectives: To evaluate anxiety and acceptance of the OSCE among nursing students. Methods: A descriptive-correlational, cross-sectional study was carried out with undergraduate nursing students (n = 105) from the University of Almería. Data were collected using an online questionnaire including sociodemographic variables, the Three-Factor Anxiety Inventory (TFAI) to measure cognitive, physiological, and regulatory anxiety, and a 14-item scale assessing perceptions and acceptance of the OSCE. Data analysis was conducted using SPSS version 29, with statistical significance established at p lt; 0.05. The study followed the STROBE guidelines. Results: Female students reported significantly higher levels of cognitive and physiological anxiety, primarily associated with fear of mistakes and failure, compared to male students. Male participants expressed greater confidence in their ability to perform tasks, especially in the regulatory anxiety dimension. Third-year students experienced stronger physical symptoms of anxiety but evaluated the OSCE more positively than fourth-year students, who showed less favorable perceptions. Conclusions: The OSCE is perceived as a valuable and realistic assessment tool in nursing education but is also associated with substantial anxiety. Gender and academic year differences highlight the importance of implementing targeted interventions to reduce anxiety and provide support during OSCE processes.
Hermoso-López et al. (Wed,) studied this question.