KNOWLEDGE, PERCEPTION AND SOCIAL FACTORS ASSOCIATED WITH OBJECTIVE STRUCTURED CLINICAL EXAMINATION AMONG NURSING STUDENTS IN NIGERIAN ARMY COLLEGE OF NURSING, YABA

Abstract

This study employed a quantitative survey research design to investigate the factors influencing nursing students' performance in Objective Structured Clinical Examination (OSCE) within the Nigerian Army College of Nursing, Yaba. A structured questionnaire was designed to collect data from a sample of 120 respondents, comprising nursing students enrolled in various programs at the institution. The questionnaire included items related to students' knowledge about OSCE, perceptions of OSCE as an assessment method, social factors influencing performance, and other relevant variables. The data collected were analyzed using SPSS27, employing descriptive statistics to present the demographic distribution of respondents and a t-test to test the hypotheses stated. The findings of the study revealed several key insights into the factors influencing nursing students' performance in OSCE. Firstly, it was found that nursing students with higher levels of knowledge about OSCE protocols tended to demonstrate better performance in OSCE assessments. Positive perceptions of OSCE as an assessment method were also associated with higher performance among nursing students. Additionally, social factors, including peer support and feedback from instructors, were identified as influential factors in nursing students' performance in OSCE. These findings underscore the importance of comprehensive training, fostering positive attitudes towards assessment methods, and creating a supportive learning environment in nursing education programs. In conclusion, this study provides valuable insights into the complex interplay between knowledge, perception, social factors, and performance in OSCE among nursing students. The findings underscore the importance of targeted educational interventions aimed at enhancing student preparedness and performance in OSCE assessments. Recommendations include comprehensive OSCE training, promoting positive perceptions of OSCE, fostering social support networks, enhancing instructor feedback, implementing simulation-based training, and continuous quality improvement. By implementing these recommendations, nursing education programs can improve the quality of clinical skills training and assessment, ultimately contributing to the development of competent and proficient nursing professionals.

CHAPTER ONE

INTRODUCTION

1.1 Background to the Study

Objective Structured Clinical Examination (OSCE) is a widely utilized assessment method in nursing education, offering a standardized approach to evaluating clinical skills (Miller, 2020). Within the Nigerian Army College of Nursing, Yaba, OSCE serves as a critical component of student assessment, ensuring competency in diverse clinical scenarios (Robinson et al., 2017). Understanding the factors influencing students' performance in OSCE is essential for enhancing educational strategies and ensuring proficient nursing practice (Al-Ghareeb et al., 2019).

Various studies have examined the factors influencing students' performance in OSCE. For instance, Al-Ghareeb et al. (2019) explored the influence of anxiety on student nurse performance in simulated clinical settings. They found that anxiety levels significantly impacted students' performance, highlighting the importance of addressing anxiety in OSCE preparation. Nasir et al. (2020) investigated medical students' perceptions of OSCE, providing valuable feedback for process improvement. Such insights are crucial for refining OSCE protocols and enhancing student preparation.

In addition to anxiety, other factors such as confidence and self-assessment play significant roles in OSCE performance. Robinson et al. (2017) conducted mock OSCEs to improve medical students' confidence and reduce anxiety related to summative examinations. Their findings suggest that exposure to simulated clinical scenarios can positively impact students' confidence levels, thereby improving performance. Jahan et al. (2022) compared students' self-assessment to examiners' assessment in a formative observed structured clinical examination, highlighting the importance of self-awareness and reflective practice in OSCE preparation.

Furthermore, the perception of OSCE among students and educators also influences performance. Malik et al. (2020) examined the attitudes of medical students toward the objective structured practical examination. Their study revealed insights into students' perceptions and preferences regarding OSCE, which can inform curriculum development and teaching methodologies. Similarly, Small et al. (2023) explored students' perceptions regarding the objective, structured, clinical evaluation as an assessment approach, providing valuable insights into student experiences and attitudes toward OSCE.

Apart from individual factors, the educational environment and curriculum design also impact students' readiness for OSCE. Al Nazzawi (2018) investigated dental students' perception of OSCE, highlighting the role of curriculum structure and teaching methods in shaping students' experiences. Association of Colleges of Nursing (n.d.) emphasized the importance of baccalaureate education for professional nursing practice, advocating for the integration of OSCE into nursing curricula to ensure competency and proficiency among graduates.

1.2 Statement of Problem

The utilization of Objective Structured Clinical Examination (OSCE) in nursing education has significantly improved the assessment of clinical skills among students. However, despite its widespread adoption, there are notable gaps in understanding the factors influencing students' performance in OSCE within the context of the Nigerian Army College of Nursing, Yaba.

Firstly, while OSCE is designed to provide a standardized assessment approach, there is a lack of comprehensive research examining the specific challenges and barriers faced by nursing students in this setting. Studies such as Al-Ghareeb et al. (2019) have highlighted the influence of anxiety on student performance in simulated clinical settings, but there is limited research focusing specifically on the Nigerian Army College of Nursing, Yaba.

Secondly, there is a need to explore the perceptions and attitudes of both students and educators towards OSCE in the Nigerian context. Research by Malik et al. (2020) has examined medical students' attitudes toward OSCE, but similar studies focusing on nursing students within the Nigerian Army College of Nursing, Yaba are scarce. Understanding these perceptions is crucial for identifying areas of improvement and tailoring OSCE protocols to better meet the needs of students and educators.

Thirdly, while OSCE aims to evaluate clinical skills comprehensively, there is a gap in understanding how social factors, such as peer support and instructor feedback, influence student performance in OSCE. Research by Nasir et al. (2020) has explored medical students' perceptions of OSCE, but there is limited research examining the role of social factors specifically among nursing students in the Nigerian Army College of Nursing, Yaba.

Lastly, there is a need to assess the effectiveness of current educational strategies in preparing nursing students for OSCE. While studies by Robinson et al. (2017) have demonstrated the benefits of mock OSCEs in improving students' confidence, there is limited research evaluating the efficacy of such interventions within the Nigerian context. Identifying gaps in current educational strategies can inform the development of targeted interventions to enhance student preparation and performance in OSCE at the Nigerian Army College of Nursing, Yaba.

1.3 Objectives of the Study

The following specific objectives were examined:

1. To assess nursing students' knowledge regarding OSCE protocols and expectations.

2. To examine perceptions of nursing students towards OSCE as an assessment method.

3. o investigate social factors influencing nursing students' performance in OSCE.

1.4 Research Questions

The following research questions were asked:

1. What is the level of knowledge among nursing students regarding OSCE?

2. How do nursing students perceive OSCE as an assessment method?

3. What social factors impact nursing students' performance in OSCE?

1.5 Research Hypotheses

The following hypotheses were tested:

1. Nursing students with higher levels of knowledge about OSCE will not demonstrate better performance.

2. Positive perceptions of OSCE will not correlate with higher performance among nursing students.

3. Social support and encouragement will positively influence nursing students' performance in OSCE.

1.6 Significance of the Study

The significance of the study lies in its potential to address critical gaps in understanding the factors influencing nursing students' performance in Objective Structured Clinical Examination (OSCE) within the Nigerian Army College of Nursing, Yaba. By comprehensively examining these factors, the study contributes to the enhancement of nursing education and practice in several ways.

Firstly, the study holds significance in improving educational strategies tailored to preparing nursing students for OSCE. By identifying specific challenges and barriers faced by students in the OSCE setting, educators can develop targeted interventions to address these issues. For instance, if anxiety emerges as a significant factor affecting performance, interventions such as stress management techniques or exposure therapy could be implemented to better prepare students for the examination (Al-Ghareeb et al., 2019).

Secondly, understanding the perceptions and attitudes of both students and educators toward OSCE is crucial for enhancing the assessment process. By gaining insights into how OSCE is perceived and experienced within the Nigerian Army College of Nursing, Yaba, educators can refine assessment protocols to align with students' needs and expectations. This ensures that OSCE remains a valid and reliable assessment method for evaluating clinical skills among nursing students (Malik et al., 2020).

Furthermore, the study contributes to the broader body of knowledge on OSCE in nursing education, particularly within the Nigerian context. While there is existing literature on OSCE in healthcare education, there is a scarcity of research specifically focusing on nursing students in Nigeria. Therefore, this study fills an important gap in the literature by providing context-specific insights into the challenges and opportunities associated with OSCE implementation in nursing education (Nasir et al., 2020).

Moreover, the findings of the study have implications for policy and curriculum development in nursing education. By identifying areas of improvement in current educational strategies, policymakers and curriculum developers can implement changes that enhance the quality of nursing education and ensure graduates are adequately prepared for clinical practice. For example, if social factors such as peer support are found to positively influence OSCE performance, curriculum developers may consider incorporating collaborative learning activities into the curriculum to foster peer support networks among nursing students (Robinson et al., 2017).

Finally, the study holds significance for the advancement of nursing practice in Nigeria. By equipping nursing students with the necessary clinical skills and competencies, OSCE serves as a crucial tool in ensuring that graduates are capable of delivering safe and effective patient care. Therefore, improving the effectiveness of OSCE through targeted interventions and curriculum enhancements ultimately contributes to the enhancement of nursing practice and the provision of high-quality healthcare services in Nigeria.

1.7 Scope of the Study

This study focuses on nursing students enrolled at the Nigerian Army College of Nursing, Yaba, examining their experiences and perceptions related to OSCE. Data collection and analysis were conducted within the specified institution.

1.8 Operational Definition of Terms

Objective Structured Clinical Examination (OSCE): A standardized assessment method involving multiple stations to evaluate clinical skills.

Nursing Students: Individuals enrolled in nursing programs at the Nigerian Army College of Nursing, Yaba.

Knowledge: Understanding and awareness of OSCE protocols, expectations, and clinical skills.

Perception: Subjective views and attitudes towards OSCE as an assessment method.

Social Factors: Influences from peers, instructors, and support networks impacting students' performance in OSCE.

Performance: Demonstrated competency and proficiency in clinical skills during OSCE.

Assessment Method: The process of evaluating nursing students' clinical skills and knowledge through OSCE.

Educational Strategies: Approaches and interventions aimed at enhancing students' preparation and performance in OSCE.