Effectiveness of Simulation-Based Learning on Nursing OSCE Performance Among Medical Students: A Quasi-Experimental Multi-Center Study in Uzbekistan
Keywords:
simulation-based learning, OSCE, nursing education, medical students, clinical competency, quasi-experimental, Uzbekistan, assessment, medical educationAbstract
Background: Simulation-based learning (SBL) has emerged as a transformative approach in medical education, yet evidence from Central Asian institutions remains limited. This study aimed to evaluate the effectiveness of SBL on nursing Objective Structured Clinical Examination (OSCE) performance, student satisfaction, and self-confidence among medical students in Uzbekistan. Methods: A quasi-experimental study with a non-equivalent control group design was conducted across three medical institutes: Fergana Medical Institute of Public Health (FMIOPH; experimental group, n=156), Andijan State Medical Institute (ASMI; control group 1, n=170), and Bukhara State Medical Institute (BSMI; control group 2, n=190). All 516 participants were physically and mentally healthy. The experimental group received structured SBL integrated into the nursing curriculum, while control groups followed conventional teaching. OSCE scores, satisfaction, and self-confidence were assessed. Results: FMIOPH students achieved a significantly higher mean OSCE score (84.6±6.2) compared with ASMI (72.3±8.5) and BSMI (69.8±9.1) (F=196.42, p<0.001). Notably, 82.1% of FMIOPH students scored ≥80%, compared with 31.8% at ASMI and 24.7% at BSMI (χ²=131.56, p<0.001). Satisfaction (4.32±0.51 vs. 3.64±0.73 and 3.51±0.78) and self-confidence (4.18±0.55 vs. 3.42±0.69 and 3.31±0.74) were also significantly higher in the experimental group (p<0.001). Conclusion: SBL significantly enhances nursing OSCE performance, satisfaction, and self-confidence among medical students. These findings support the integration of simulation-based methodologies into nursing education curricula across medical institutions in Uzbekistan and similar settings.
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