ArticleBMC medical education2025
Lecturers' perspectives on the level and factors that contribute to academic success in biomedical sciences among Ugandan nursing students: a descriptive qualitative study.
Article in BMC medical education, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 1 paper.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
1 citing paper in PubMed.
- Institutional Determinants of Academic Achievement in Biomedical Sciences: A Cross-Sectional Study of Nursing Students in Uganda.Advances in medical education and practice · 2025Article
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
3 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
backgroundAcademic success in biomedical science courses is essential for nursing students to advance in clinical training and deliver quality care. However, many face challenges in these courses. This study explored lecturers' perspectives on the academic success of Ugandan nursing students in biomedical sciences and the contributing factors.
methodsA descriptive qualitative study was conducted across four public universities in Uganda, with purposively selected lecturers serving as participants. Data were collected through in-depth interviews guided by a structured interview guide. The data were analysed using inductive thematic approach and findings were presented narratively, supported by illustrative quotes.
findingsTwelve lecturers participated in the study, nine themes and twenty-one subthemes emerged. Lecturers characterized the level of academic achievement as progressive, context-dependent, and marginal. Sociodemographic, individual educational, and institutional factors that influence academic success in biomedical sciences were revealed.
conclusionDegree nursing students continue to register marginal academic success in biomedical sciences which contributes negatively to their progress in the academic program and provision of quality patient care. Addressing sociodemographic, individual educational and institutional factors can enhance academic success in biomedical sciences, strengthen nursing education, improve patient care, contribute to socioeconomic development, and help mitigate the national, regional, and global shortage of nurses.
Indexed as
Identifiers
What OpenQuestion holds
Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.