The Effect of Repeated Standardized Patient Use on Students' Anxiety and Learning Levels in Teaching Extremity Examination Skills

Aims: This study aimed to examine the effects of peer assessment and repeated standardized patient use on students' self-confidence and anxiety and their psychomotor skill performance in teaching extremity examination skills.

Design: This randomized controlled experimental study was carried out following the CONSORT checklist.

Methods: The study sample consisted of second-grade nursing students enrolled in the " Health Diagnosis" course in the fall semester of the 2023-2024 academic year (n:67). The students in the peer assessment group performed the upper and lower extremity examinations once whereas those in the standardized patient group performed these examinations three times. Research data were analyzed in IBM SPSS 25.0 (Statistical Package for Social Sciences) software. The Shapiro-Wilk test was used to check whether the data were normally distributed. Parametric and nonparametric tests and descriptive statistical methods were used for data analysis. The significance levels were taken as p<0.001 and p<0.05. The scales used were analyzed with the Cronbach alpha reliability coefficient; the scenarios and forms created by the researchers were evaluated with the Lawshe Technique.