Determinants of Performance in Objective Structured Clinical Examination (OSCE) among Nursing Students in School of Nursing Jos, Plateau State

This research examines the determinants influencing the performance of nursing students in Objective Structured Clinical Examinations (OSCEs) at School of Nursing Jos, Plateau State. The initiatives undertaken by educators and policymakers in enduring underachievement continue to pose a significant challenge. Variables, such as learner-centered attributes and instructional components, were scrutinized for their effects on students’ academic performance. A descriptive survey methodology was employed, encompassing 67 students who had engaged in OSCEs on more than three occasions. Data were procured through structured questionnaires and subsequently analyzed utilizing mean scores. The results indicated moderate levels of confidence among students (mean score: 3.2), which positively influenced their performance. Nonetheless, in contrast to prevailing literature, anxiety and depression were not identified as predominant obstacles, with mean scores recorded at 2.7 and 2.6, respectively. An excessive academic workload emerged as a significant impediment (mean score: 3.6), adversely affecting students’ performance. Favorable lecturer-student interactions (mean score: 3.4) and efficacious teaching methodologies (mean score: 3.3) were acknowledged as facilitators of enhanced academic outcomes, while a deficiency of empathy from lecturers (mean score: 2.8) was noted as an issue of concern. Additionally, the congruence of assessment with course content (mean score: 3.5) was found to substantially bolster performance in OSCE. The study concludes that confidence levels, management of academic workload, and the nature of lecturer-student relationships are pivotal determinants of success in OSCEs. Despite some differences from existing literature, the findings show that these factors must be addressed to improve academic performance. The study recommends: creating strong counseling and mentorship programs to ease workload and psychological pressures; ensuring OSCE assessments match course content to reduce stress and improve readiness; organizing workshops to enhance lecturers’ empathy and teaching methods; fostering supportive learning environments; and establishing systems for continuous evaluation of teaching practices and lecturer–student interactions