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Author(s): Tongdima Jaakuk Luka, Adams Lishikah, Izzah Nanko Grace, Dalyop Kaneng Mary, Dung Esther, Yerima Nenlepmwa, Haruna Alfred, Haruna Dadi.

Volume/Issue: Volume 9, Issue 1 (2026)

Page No: 51-63

Journal: African Journal of Health, Nursing and Midwifery (AJHNM)

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Abstract:

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; enduring underachievement continues 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. Although discrepancies with certain extant literature were noted, the findings highlight the necessity of addressing these factors to ameliorate academic outcomes. The study recommends the following: Formulate comprehensive counseling and mentorship initiatives to mitigate workload and psychological challenges, aligning OSCE assessments with course content to alleviate stress and enhance preparedness, facilitate workshops for lecturers aimed at improving empathetic teaching practices and nurturing supportive educational environments. furthermore, to establish robust frameworks for the ongoing evaluation of pedagogical strategies and lecturer-student interactions.

Keywords:

OSCE performance, Confidence, Academic workload, Lecturer-student interaction, Teaching methodology, Assessment alignment, Learner-centered attributes, Empathy, Counseling and mentorship, and Supportive learning environment.

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