There is ongoing global debate about the reliability of objective structured clinical evaluation (OSCE) as an assessment method in nursing education institutions, and South Africa is no exception. The purpose of this study was to explore and describe the experiences of nurse educators on the use of OSCE at a university in the North West province, South Africa. The study applied a qualitative, exploratory, descriptive, and contextual design. Purposive sampling was used to select nurse educators facilitating the teaching and learning of undergraduate nursing students. The study conducted two focus group interviews at two selected campuses. Tesch’s eight steps of analysis were used to analyse the data. Trustworthiness was ensured by applying the principles of credibility, confirmability, dependability, and transferability. All ethical measures were upheld throughout the study. The themes that emerged from the findings include, among others, the perceived effect of OSCE on students. This was evident in the perceived emotional and psychological distress experienced by students and the challenges surrounding implementation of the OSCE. Implementation of OSCE at a university in South Africa’s North West province faces challenges that necessitate intervention.
Serapelwane et al. (Thu,) studied this question.