Competency Based Assessment and Academic Performance of Nursing Students in College of Nursing Sciences, Calabar, Nigeria

In recent years, many lecturers and students in Nigeria have expressed concern over persistent low pass rates in key nursing courses despite several educational reforms. The Nursing and Midwifery Council of Nigeria (NMCN) introduced competency‑based assessment (CBA) to strengthen students’ knowledge and practical skills, yet little is known about its impact in South‑South Nigeria. This study examined how CBA affects academic performance of nursing students in the College of Nursing Sciences, Calabar. A descriptive cross‑sectional design was used, involving 120 second‑ and third‑year students selected through stratified random sampling. Data were collected using a validated structured questionnaire and verified academic records (CGPAs and OSCE scores) obtained from the College Registry. The questionnaire captured students’ exposure to CBA methods such as Objective Structured Clinical Examinations (OSCEs), simulation‑based assessments, and skills checklists. Data were analyzed using SPSS version 25 with descriptive statistics, independent t‑tests, and Pearson’s correlation. Results showed that students with greater exposure to CBA performed better than their peers, with higher mean CGPAs (3.46 ± 0.38) and OSCE scores (78.2% ± 8.3). Students also reported challenges including inadequate simulation equipment, limited faculty training, and large class sizes that hinder close supervision. This study concludes that CBA is not just a policy requirement but a practical tool that improves students’ academic performance. It recommends investment in simulation facilities, regular staff development programs, and stronger policies to support effective use of CBA in nursing education