Exploring the Challenges Faced by Undergraduate Nursing Students in Online Examination at Peshawar, Pakistan

Abstract

Background: The COVID-19 pandemic accelerated the shift from traditional classroom-based assessments to online examinations. While digital platforms offer flexibility and accessibility, they also introduce distinct psychological, institutional, and technological challenges, particularly for undergraduate nursing students in resource-limited settings. Objective: To explore the challenges faced by undergraduate nursing students in relation to online examinations. Methods: A qualitative phenomenological design was employed at the Institute of Nursing Sciences, Khyber Medical University, Peshawar. Twelve undergraduate nursing students who had attempted at least one online examination were recruited through purposive sampling. Semi-structured interviews were conducted, audio-recorded, and thematically analyzed following Braun and Clarke’s six-step framework. Trustworthiness was ensured through credibility, dependability, confirmability, and transferability strategies. Results: Five major themes emerged: (1) mental and emotional challenges, including anxiety and lack of training; (2) institutional obstacles such as poor connectivity, electricity issues, and inadequate technical support; (3) restrictive exam policies, including rigid sequential answering and limited question skipping; (4) system development needs related to infrastructure readiness, staff capacity, and exam integrity; and (5) preparedness through collective efforts, highlighting the importance of pre-exam training, mock tests, and supportive staff. Conclusion: Online examinations pose multidimensional challenges that threaten fairness, reliability, and student wellbeing. Nursing institutions must adopt student-centered approaches by strengthening digital infrastructure, revising assessment policies, and providing preparatory training and responsive support systems to ensure equitable and effective evaluation in nursing education.