This study aimed to explore students’ current levels of anxiety and confidence, as well as their support needs, when preparing for practical assessments within their university health programs.
This study highlights that while students predominantly rely on peer networks for preparation, institutional supports are less frequently used or perceived as useful. High levels of anxiety are driven by fear of failure, time pressures, and uncertainty. Students identified clear preferences for peer-assisted learning, structured preparation, accessible resources, and tailored feedback to improve confidence and reduce anxiety in practical assessments.
The findings will directly inform the co-development of a targeted support program with students, focusing on mock assessments, peer-assisted learning, tailored feedback, and accessible preparation resources. This collaborative approach aims to reduce anxiety, strengthen confidence, and improve performance in future practical assessments. Evaluating the program’s impact will be an essential next step.