Perception of health science students regarding the implementation of instances of emotional balance based on mindfulness during the development of an Objective Structured Clinical Examination
DOI:
https://doi.org/10.56294/mw2025790Keywords:
Academic stress, Mindfulness, Academic assessmentsAbstract
Introduction: academic stress in health sciences students negatively impacts their academic performance and mental health, especially during assessments such as
Objetive: the Objective Structured Clinical Examination (OSCE). The objective of this study was to analyze the perception of Nursing students about the impact of emotional balance strategies incorporated in the OSCE, evaluating their effectiveness in reducing stress and improving performance.
Methodology: a cross-sectional descriptive study was carried out with a quantitative approach in two stages. In the first, 55 students participated through an initial survey on perceived stress and activities prior to the OSCE. In the second, 98 students were evaluated after the inclusion of emotional balance stations. Validated instruments were used, which combined Likert scales and open questions. The design of the OSCE included an initial calm station with mindfulness and an intermediate rest station.
Results: 96,36% of the students rated the OSCE as highly stressful before the interventions. Following the implementation of emotional balance stations, 72,44% rated the experience positively, and 81,63% perceived a significant improvement in performance. Comments reflected stress reduction and gratitude towards the interventions.
Conclusions: the integration of mindfulness and emotional balance strategies in assessments such as the OSCE significantly reduces the perception of stress and improves the student experience. However, longitudinal studies are required to assess its sustained impact on academic performance.
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