Comparative Impact of Annual Vs. Semester-Based Curricula on Clinical Competency and Skill Acquisition among B.Sc. Nursing Students: A Cross-Sectional Study

Abstract

Background: The transition from the traditional annual system to a semester-based competency-oriented curriculum by the Indian Nursing Council (INC) aims to align with global standards. However, the impact on clinical skill acquisition remains debated. Objectives: To compare clinical competency levels and procedural proficiency between B.Sc. Nursing students under the annual and semester-based systems. Methods: A comparative cross-sectional study was conducted among 200 final-year B.Sc. Nursing students (100 Annual, 100 Semester). Clinical competency was assessed using a standardized Objective Structured Clinical Examination (OSCE) and a Clinical Competency Self-Efficacy Scale. Results: Semester-system students demonstrated significantly higher theoretical internal assessment scores ($p<0.05$). However, annual-system students exhibited superior performance in complex clinical procedures (e.g., advanced wound care, tracheostomy suctioning) with a mean OSCE score of 82% vs. 74% for semester students. Qualitative feedback indicated "implementation fatigue" and reduced clinical immersion time in the semester group. Conclusion: While the semester system improves continuous academic engagement, the annual system provides a more stable environment for "deep-dive" clinical skill mastery. Curricular adjustments are needed to protect clinical hours within the shorter semester cycles.