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Introduction <p>The Objective Structured Clinical Examination (OSCE) is widely used globally to assess a broad range of clinical competencies among medical science students. This study aimed to investigate the performance of Bachelor of Science in Nursing (BSN) students on the OSCE and identify factors influencing their success.</p> Material and methods <p>This retrospective cross-sectional study reviewed OSCE records of 324 BSN students at a nursing school in Tehran, Iran, between 2021 and 2025. The OSCE scores across multiple clinical skill stations were gathered by the census method. SPSS was used for data analysis. Statistical significance was considered at <i>P</i> &lt; .05.</p> Results <p>Female students scored significantly higher than male students in the majority of stations (<i>P</i> &lt; .05). Additionally, academic Grade Point Average (GPA) was associated with higher OSCE scores (<i>P</i> &lt; .05). Students indicated moderate to high performance across most OSCE stations, especially in oxygen therapy and cardiopulmonary resuscitation. Regarding wound dressing and medication administration, students excelled in basic aseptic tasks and verifying prescriptions; however, they demonstrated lower accuracy in documentation, patient education, and ongoing monitoring. The weakest performance was observed in clinical interpretation and patient education stations. While the documentation was commendable in terms of legibility and adherence to standard abbreviations, it fell short in its follow-up and consultation notes.</p> Conclusion <p>This study identified female gender and higher GPA as factors improving OSCE performance among BSN students. These results underscore the necessity for focused pedagogical strategies that go beyond checklist compliance, fostering critical thinking, continuity of care, and professional accountability, especially for lower-performing groups. Additional studies are suggested to investigate the causes and assess interventions aimed at improving student success in clinical competency evaluations.</p> Clinical trial number <p>Not applicable.</p>

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Performance of undergraduate nursing students across Objective Structured Clinical Examination (OSCE): a retrospective cross-sectional study

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2026年1月28日

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  • Zahra Farsi,
  • Farzane Taghaee,
  • Hengameh Habibi,
  • Roohangiz Shirvani

摘要

Introduction

The Objective Structured Clinical Examination (OSCE) is widely used globally to assess a broad range of clinical competencies among medical science students. This study aimed to investigate the performance of Bachelor of Science in Nursing (BSN) students on the OSCE and identify factors influencing their success.

Material and methods

This retrospective cross-sectional study reviewed OSCE records of 324 BSN students at a nursing school in Tehran, Iran, between 2021 and 2025. The OSCE scores across multiple clinical skill stations were gathered by the census method. SPSS was used for data analysis. Statistical significance was considered at P < .05.

Results

Female students scored significantly higher than male students in the majority of stations (P < .05). Additionally, academic Grade Point Average (GPA) was associated with higher OSCE scores (P < .05). Students indicated moderate to high performance across most OSCE stations, especially in oxygen therapy and cardiopulmonary resuscitation. Regarding wound dressing and medication administration, students excelled in basic aseptic tasks and verifying prescriptions; however, they demonstrated lower accuracy in documentation, patient education, and ongoing monitoring. The weakest performance was observed in clinical interpretation and patient education stations. While the documentation was commendable in terms of legibility and adherence to standard abbreviations, it fell short in its follow-up and consultation notes.

Conclusion

This study identified female gender and higher GPA as factors improving OSCE performance among BSN students. These results underscore the necessity for focused pedagogical strategies that go beyond checklist compliance, fostering critical thinking, continuity of care, and professional accountability, especially for lower-performing groups. Additional studies are suggested to investigate the causes and assess interventions aimed at improving student success in clinical competency evaluations.

Clinical trial number

Not applicable.