Digital Clinical-Oriented Reasoning Exam in Nursing Education: Evaluating the Effects
G Özden, A Cevi̇z, S DoluAim:
This study aimed to evaluate the impact of a Digital Clinical-Oriented Reasoning Exam (CORE) system compared to a traditional paper-based CORE system on nursing students’ academic performance, time management, stress, and anxiety.
Methods:
A quasi-experimental design was conducted between May and July 2024. The study was implemented at İnönü University, involving two randomly selected internship groups from the Faculty of Nursing. One group completed the CORE via a researcher-developed digital platform, while the other used a paper-based format. Both groups received identical clinical scenarios and assessments. Data on exam scores, completion time, and self-reported stress and anxiety (via the Visual Analog Scale (VAS)) were collected and analyzed using independent sample
Results:
Students in the digital CORE group demonstrated significantly higher exam scores (57.92 ± 14.25 vs. 50.52 ± 16.05), lower stress levels (VAS: 4.10 ± 2.70 vs. 5.71 ± 3.38), and faster exam completion times (575.34 ± 89.39 s vs. 635.58 ± 112.16 s) compared to the paper-based group. Anxiety levels, although slightly lower in the digital group, did not differ significantly between the groups.
Conclusion:
The Digital CORE system effectively improves academic performance, enhances time efficiency, and reduces stress levels among nursing students, supporting its integration into nursing education. However, its influence on anxiety requires further investigation. Future studies should explore the long-term outcomes of digital exams and strategies to mitigate exam-related anxiety.