Using an Ungraded Interprofessional Clinical Examination to Decrease Student Stress and Anxiety for a Skill-based Exam

Healthcare educators are encouraged to provide both skill-based practical exams and interprofessional experiences prepare students for clinical practice. With come increased student stress anxiety. This article reports on the development, exploratory outcomes, lessons learned from an ungraded objective structured examinations (OSCEs) event involving doctoral-level occupational therapy bachelor-level nursing students. The primary was allow practice upcoming graded, comprehensive, exam. secondary examine if changed students’ perceived skills. OSCE included a large group pre-brief, three simulations with mini debriefs following each simulation, debrief. Students completed pre- post- tests providing quantitative data assess attainment of competencies. Qualitative suggested significant value worthiness this learning event. reported improved their skills, decreased exam anxiety, provided them adequate Overall, preliminary findings design prepared comprehensive exams, thereby decreasing test anxiety levels while facilitating beneficial experience. Details shared assist faculty in preparing future healthcare professionals positive collaborations curricular assessments.