ArticleBMC nursing2025
Lived experiences of student nurses during practical examinations in Ghana: a phenomenological study.
Article in BMC nursing, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 2 papers.
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2 citing papers in PubMed.
- Evaluation of high-fidelity simulation on clinical readiness among Thai undergraduate nursing-midwifery students: a mixed-method study.BMC nursing · 2026Article
- 'Navigating the uncharted waters'- Transition experiences of novice advanced practice nurses in China: a descriptive phenomenological study.BMC nursing · 2026Article
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6 authors.
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Abstract
backgroundPractical examinations are critical components of nursing education, designed to assess students’ competence in clinical skills. However, these evaluations often elicit a range of psychological, emotional, and educational experiences among student nurses.
aimThis qualitative study explores the lived experiences of student nurses during practical examinations in Ghanaian nursing institutions.
methodsThis study employed a phenomenological approach to explore the experiences of 18 student nurses during practical examinations in selected nursing schools in Ghana. Using purposive sampling, participants were recruited and interviewed through semi-structured interviews conducted between December 2024 and April 2025. The data were analyzed using Braun and Clarke’s method. The study followed Lincoln and Guba’s criteria, including credibility, dependability, confirmability, and transferability for trustworthiness.
resultsFive (5) key themes and ten subthemes were identified, including emotional responses to practical examinations, perceived preparedness and skill confidence, examiner influence and supervision style, environmental and logistical challenges, and recommendations for improvement.
conclusionThese findings provide evidence for curriculum and policy reforms in nursing education across resource-constrained settings. It also highlights the need for more student-centered examination approaches to enhance learning and confidence. We recommend that nursing regulatory bodies and academic authorities collaborate to revise clinical assessment guidelines to prioritize student support, fairness, and skill development. CLINICAL TRIAL NUMBER: Not applicable.
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