Motivational impact of the OSCE on students’ learning, preparation, and professional development—a qualitative study

Background The Objective Structured Clinical Examination (OSCE) is widely used in nursing education to assess clinical competence, yet its influence on students’ learning processes remains insufficiently explored. Aim This study aimed to explore how first-year nursing students and nurse educators perceive and experience the OSCE's motivational impact on students’ learning, preparation, and professional development. Design The study has an exploratory–descriptive qualitative design with a hermeneutic approach. Method Data were collected at Oslo Metropolitan University (OsloMet) through eight focus group interviews with 41 first-year nursing students, conducted between March and June 2025. In addition, 17 nursing educators who had served as OSCE evaluators participated in individual semi-structured interviews conducted between August and September 2025. All participants had experience as evaluators in one or more OSCE sessions during the 2024–2025 academic year. interpretation: self-understanding, critical understanding, and theoretical understanding. Results Participants perceived the OSCE as a strong motivator for systematic preparation, repeated skills practise, and engagement with theoretical knowledge and practical procedures. Three main themes were identified: (i) OSCE as a motivator for active preparation and knowledge development, (ii) The OSCE motivates preparation for performance under pressure, and (iii) OSCE feedback as a motivator for continued learning. Students described extensive peer collaboration and practise, while educators emphasized developing procedural competence. However, the study also revealed important challenges. The structured format and high-stakes nature of the OSCE contributed to stress and sometimes encouraged strategic, performance-oriented learning rather than reflective and holistic understanding. Furthermore, limited opportunities for feedback and dialogue constrained students’ ability to deepen their clinical reasoning and integrate knowledge. Conclusion Although participants perceived the OSCE as enhancing motivation and preparedness, their accounts also highlighted pedagogical tensions between standardisation and holistic competence development. To maximise its educational value, the OSCE should be integrated with formative elements such as feedback, reflection, and complementary assessment methods that support broader professional competence.