Undergraduate nursing students’ experiences of theoretical assessments at a South African higher education institution: A cross-sectional quantitative study

This study examines undergraduate nursing students’ experiences of theoretical assessments at a South African higher education institution, with a focus on how gender, age, and academic level shape these experiences. A cross-sectional quantitative design was used, and 302 students completed the Assessment Experience Questionnaire, rated on a five-point Likert scale. Results indicated that gender and academic level had no significant impact, while age influenced perceptions of examination quality, technical demands, and preparation. Older students reported greater preparedness and awareness of assessment quality, suggesting a link between age and academic maturity. The study highlights the need for inclusive, developmentally appropriate assessment strategies that support diverse cognitive and experiential profiles. These insights are valuable for improving assessment design in nursing education to better promote equity, engagement, and learning outcomes.