Objective Structured Clinical Examination (OSCE) and Academic Performance of Nursing Students in Uganda

Abstract

The study examined the influence of Objective Structured Clinical Examination (OSCE) implementation on academic performance of nursing students in Uganda. The study was guided by the following objectives: to establish the relationship between OSCE design and academic performance of nursing students; to establish the relationship between OSCE assessment and academic performance of nursing students and to establish the relationship between OSCE preparations and academic performance of nursing students. A descriptive and correlation research design was used. The study employed both quantitative and qualitative approaches. The study population consisted of 2424 participants. A sample size of 355 respondents was selected using stratified, convenience and purposive sampling techniques. Quantitative data analysis consisted of descriptive statistics (percentages) and inferential statistics (Spearman correlation, coefficient of determination and regression). Content analysis was used to analyze qualitative data. Findings revealed that OSCE design has a positive influence (68.6) on academic performance of nursing students. OSCE preparation has a positive influence (66.4) on academic performance of nursing students. And OSCE assessment has a negative influence (18.7) on academic performance of nursing students. It was concluded that OSCE variables (design and preparation) positively influence academic performance of nursing students but not OSCE assessment. It was recommended that OSCE assessment need to be revisited if academic performance of nursing students is to improve.