Keywords
BSN students
challenges
barriers
Dir Upper
Dir Lower
Malakand Region.
How to Cite
Abstract
Background: Online examinations have become an integral part of nursing education, providing flexibility and continuity in academic assessments. However, students in remote regions, such as Dir Upper and Dir Lower in the Malakand Region, face multiple challenges, including unstable internet connectivity, power outages, limited access to digital devices, and environmental distractions. These barriers may impact students’ performance, engagement, and perception of assessment fairness. Understanding these challenges is essential to develop strategies that ensure equitable and effective online evaluations.
Aim: This study aimed to explore the perceived challenges and barriers to online examinations among BSN students in Dir Upper and Dir Lower, Malakand Region.
Methods: A descriptive cross-sectional design was employed. The study population comprised 300 BSN students from selected nursing colleges. Using the Raosoft calculator, a sample size of 169 was determined. Participants were recruited through non-probability convenience sampling. Data were collected via a structured, self-administered questionnaire assessing technical, psychological, institutional/logistical, and environmental challenges. Descriptive statistics, frequencies, percentages, means, and standard deviations were analyzed using SPSS version 27. Chi-square tests were applied to examine associations between demographic variables and perceived challenges.
Results: The majority of students reported moderate to extreme challenges related to unstable internet (61.5%), anxiety during exams (63.9%), unclear instructions (50.6%), and lack of a quiet environment (51%). Most students (85.8%) preferred in-person examinations over online exams. Chi-square analysis revealed significant associations between age, academic year, and perceived technical and psychological challenges (p < 0.05).
Conclusion: BSN students in Dir Upper and Dir Lower face considerable barriers to online examinations, with technical and psychological challenges being the most prominent. Institutional support, digital literacy training, and improved infrastructure are recommended to enhance the fairness, reliability, and effectiveness of online assessments.