Implementation of objective structured clinical examination among midwifery and nursing educators at South and Central Region Universities in Ethiopia, 2023
Aug 2026· PLoS ONE· Vol 21, pp. e0356551 - e0356551· 0 citations· 31 references
Medicine
TL;DR
Less than half of educators have had a good OSCE implementation, and issues such as poor organization and planning, perceptions towards OSCE, shortage of resources and insufficient number and duration of the station were found by qualitative study.
Abstract
Introduction The Objective Structured Clinical Examination (OSCE) is a well-known clinical skill evaluation tool that has been applied worldwide to teach and assess learners’ competencies in healthcare disciplines. Poor implementation of OSCE can lead to inaccurate assessments and ultimately result in the production of incompetent professionals. However, there is no evidence of the implementation status and factors that limit the much-needed OSCE practice in the study area. Objective To assess OSCE implementation among midwifery and nursing educators in the South and Central region of Ethiopian universities, 2023. Methods An institution-based cross-sectional study with a mixed approach was used among 269 midwifery and nursing educators and 15 key informants from 8 May to 10 June 2023. All midwifery and nursing educators were included from randomly selected 4 universities in southern and central Ethiopia. Quantitative data were collected using pretested self-administered questionnaires and were analyzed using descriptive statistics and logistic regression. With a p-value of less than 0.05, which denotes statistical significance, a corresponding 95% confidence interval (CI) was calculated. Qualitative data was collected through in-depth interviews and analyzed using open-code software Version 4.02, and findings were used to support quantitative findings. Results A total of 260 (97%) educators participated in this study, and 43.5% (95% CI 37.4–49.5) of them had a good OSCE implementation. Training in OSCE (AOR = 2.07, 95% CI 1.03–4.17), having an OSCE checklist (AOR = 1.89, 95% CI 1.05–3.42), having equipment (AOR = 2.36, 95% CI 1.03–5.39) and negative perceptions toward OSCE (AOR = 0.53, 95% CI 0.31–0.92) were significantly associated, and poor organization and planning, perceptions towards OSCE, shortage of resources and insufficient number and duration of the station were found by qualitative study. Conclusions Less than half of educators have had a good OSCE implementation. Training, equipment, checklists, and perceptions highlight issues such as poor organization and planning, resource, and time allocation stations found as influencing factors. In addition to improving in-service and ongoing OSCE training, it is preferable to ensure the availability and accessibility of resources in the facilities to improve OSCE implementation.
Background: Objective Structured Clinical Examination (OSCE) and Objective Structured Practical Examination (OSPE) are competency-based assessment methods used to evaluate clinical knowledge, psychomotor skills, communication, and professional competence in nursing education. Compared with traditional assessment methods, they offer greater objectivity, standardization, and reliability.
Objective: To explore undergraduate nursing students' perceptions and experiences regarding the use of OSCE and OSPE as clinical assessment methods in nursing education.
Methodology: A qualitative descriptive study was conducted among Bachelor of Science in Nursing students at Northwest Nursing College and NCS University System, Peshawar, Pakistan. Participants were recruited through purposive sampling based on prior OSCE and OSPE experience. Individual semi-structured interviews were conducted from March to April 2024 until data saturation was achieved. Interviews were audio-recorded, transcribed verbatim, translated into English, and analyzed using Braun and Clarke’s six-phase thematic analysis. Trustworthiness was enhanced through reflexive journaling, researcher triangulation, member checking, peer debriefing, and an audit trail.
Results: Eight undergraduate nursing students participated. Six major themes emerged: promotion of learning, development of clinical confidence, perceived limitations, examination-related stressors, coping strategies, and perspectives on grading. Participants considered OSCE and OSPE effective for promoting active learning, improving psychomotor skills, and enhancing clinical confidence. However, they reported challenges related to examination organization, limited resources, scheduling delays, examiner behavior, perceived grading inequities, and psychological stress. Students managed these challenges through preparation, self-confidence, and prior clinical exposure.
Conclusion: Undergraduate nursing students generally perceived OSCE and OSPE as valuable educational and assessment strategies that facilitate competency development and clinical preparedness. Nevertheless, concerns regarding examination logistics, transparency of grading, and examination-related stress require institutional attention.
Keywords: Clinical Competence, Nursing Education, Objective Structured Clinical Examination, Objective Structured Practical Examination, Pakistan, Qualitative Research, Undergraduate Nursing Students.
Iqdar Ali, Zabih Ullah, Afaq Riaz et al.· Journal of Saidu Medical Col...· 0 citations
In the 21
st
century, where information is at the tip of the fingers. Nurses' reasoning capacity is decreasing day by day, and it has to be changed by providing graduates a high- quality education and training them to reason critical. The study objective was to compare the clinical reflection and reasoning competencies of B.Sc. nursing students between colleges affiliated with the State Health University and Deemed-to-be Universities located in Mangalore, Karnataka, India.
In this study, a quantitative research approach was employed, with a non-experimental descriptive cross-sectional research design. The study population consisted of students enrolled in colleges affiliated with the State Health University and Deemed-to-be Universities located in Mangalore. A total of 260 students were selected as samples using a purposive sampling technique. The data was collected using the validated Self-Assessment of Clinical Reflection and Reasoning (SACRR) tool.
The findings indicate that B.Sc. nursing students from both health science universities possess adequate to high levels of clinical reflection and reasoning competencies across all domains. The overall proportion of students falling within the high to very high category was 89.2% in state health science and 89.4% in colleges deemed to be universities, indicating similar levels of overall clinical reflection and reasoning competencies.
This suggests that both types of universities provide a comparable learning environment in fostering clinical reflection and reasoning skills among nursing students. However, in order to receive good quality of nursing care, critical thinking needs to be prioritised. So, it is important that the nursing institutions expertise the students in providing care with critical thinking for the better treatment and recovery of patients.
Shycil Mathew, Princia Fernandes, Josvita Dsouza et al.· Journal of Health and Allied...· 0 citations
Background Nursing education involves various teaching and learning techniques, as well as sharing information, wisdom, and sound judgment, aiming to close the knowledge–practice gap and reaching the ultimate goal of improving quality of care and benefiting the population served. Objectives This study aimed to assess the theory–practice gap in teaching nursing students and associated factors at teaching institutions in west and southwest Shewa zones, Oromia, Ethiopia during 2024. Methods An institutional-based explanatory sequential cross-sectional study was conducted using both quantitative and qualitative approaches from June to August 2024. In total, 422 undergraduate nursing students participated in the quantitative component using a structured self-administered questionnaire, and 16 nursing instructors were purposively selected for in-depth interviews. Quantitative data were analyzed using descriptive statistics and binary logistic regression, whereas qualitative data were analyzed by thematic analysis, with triangulation applied to integrate the findings. Results Almost all participants (99.1%) reported the presence of a theory–practice gap, with an overall mean score of 3.6. Students who practiced in non-teaching hospitals were significantly more likely to experience the theory–practice gap than those in teaching hospitals (adjusted odds ratio = 2.83; 95% confidence interval: 1.43–5.60). The qualitative findings identified several contributing factors, including excessive emphasis on theoretical teaching, limited clinical integration, inadequate communication between theoretical and clinical instructors, insufficient learning resources, and weak institutional collaboration between universities and healthcare facilities.
Samuel Abate Walda, A. Dechasa, Meseret Robi Tura et al.· Journal of Taibah University...· 0 citations
Introduction. Midwifery education integrates theoretical instruction with clinical practice, in which supervisory relationships are pivotal. The quality of mentorship substantially influences students’ competence, confidence, and professional identity, and is largely determined by midwives’ awareness of their role as preceptors and how this is enacted in practice. This study aims to provide a valid instrument for evaluating clinical teaching in midwifery education by translating, culturally adapting, and psychometrically validating the Midwifery Perceptions and Assessment of Clinical Teaching (MidPaACT) tool in the Italian context. Methods. The MidPaACT questionnaire was translated and culturally adapted following established international guidelines. The process included forward translation, synthesis, back translation, expert panel review, and pilot testing. Data were collected through an online survey completed by preceptor midwives involved in undergraduate midwifery education. Construct validity was assessed using confirmatory factor analysis using a Diagonally Weighted Least Squares estimator. Model fit was evaluated using RMSEA, SRMR, CFI, and TLI indices. Internal consistency reliability was assessed using Cronbach’s alpha coefficients. Results. A total of 168 preceptor midwives participated. Confirmatory factor analysis supported the original two-factor structure (‘Supporting students to learn’ and ‘Safety in learning’) and indicated acceptable model fit (RMSEA = 0.08; SRMR = 0.105; CFI = 0.973; TLI = 0.971). Internal consistency was satisfactory for both subscales (α = 0.88 and α = 0.77). Participants reported high levels of engagement in supporting student learning and ensuring safety in clinical practice, while highlighting areas for improvement in academic–clinical collaboration and culturally responsive supervision. Discussion. The Italian version of the MidPaACT demonstrates satisfactory psychometric properties and provides a valid tool for the systematic evaluation of clinical teaching in midwifery education. Its use can support the development of targeted faculty development initiatives and strengthen evidence-informed approaches to improving the quality of clinical education.
S. Neri, Maria Panzeri, Margaret Smith et al.· Interdisciplinary Journal of...· 0 citations
Overall, the CTBLQ demonstrated satisfactory psychometric properties and provides a standardized diagnostic instrument for identifying barriers to Team-Based Learning implementation and may support evidence-informed curriculum evaluation, educational planning, and future research in nursing education while contributing to the advancement of health workforce education through improved implementation of collaborative learning.
P. Kien, Leslie F. Lazaro· International Journal of Nur...· 0 citations
Background:
A constructive clinical learning environment (CLE) with a focus on student learning needs is vital for nursing education. Understanding the features of a healthy CLE for under graduate nursing students continues to be a challenge for healthcare organizations and educators in application of theory to practice.
Objective:
The objective of the study was to investigate the determinants of the clinical learning environment as perceived by BScN students in selected public universities in Kenya
Methods
: A descriptive quantitative cross-sectional design was employed where data was collected from consenting participants from two selected public universities in Kenya, using a pre-tested modified clinical learning environment inventory tool. The target population comprised of 125 fourth-year Bachelor of Science nursing students. The census technique will be used in this study. Quantitative data will be analyzed using SPSS version 27 for frequencies mean and percentages then presented using tables, charts, and graphs
Results:
The findings indicate that ward leadership style had a significant influence on clinical learning environment (F = 9.09; t = 3.63; p = 0.000 <0.05), ward culture had an influence on the clinical learning environment (F = 8.46; t = 10.76; p = 0.000 <0.05) and supervisory relationship influenced clinical learning environment (F = 1.13; t = 1.98; p = 0.020 <0.05)
Conclusions:
Ward leadership style, positive ward culture and supervisory relationships can foster a supportive clinical learning environment
Recommendations:
Strengthening leadership support for students while creating a supportive learning environment that promotes and maintain a collaborative learning culture is needed.
Murei Sally, Mosol Priscah, Osotsi Franklin· American Journal of Nursing...· 0 citations
