Introduction: Mechanical ventilation (MV) is a critical skill for healthcare professionals, yet traditional teaching methods often fail to adequately prepare students. This study evaluates the effectiveness of an innovative Group-Based Reverse OSCE.

Methods: A quasi-experimental study was conducted with 70 nursing students randomly assigned to either the Reverse OSCE group (n=35) or traditional lecture-based group (n=35). The intervention consisted of a 10-hour workshop featuring five interactive OSCE stations covering ventilator hardware, settings, modes, and alarm management. Knowledge and skills were assessed using validated pre- and post-tests, with statistical analysis performed via independent and paired t-tests (SPSS v25).

Inclusion Criteria:

students from the nursing discipline who were in their clinical internship or clerkship students who completed relevant coursework in respiratory physiology, and had successfully passed the theoretical course in critical care.

no prior participation in similar ventilator training workshops within the past six months, demonstrating willingness for voluntary participation, and being able to attend the full 10-hour workshop (including both theoretical and practical components).

Exclusion Criteria:

partial attendance in the workshop, withdrawal at any stage of the study the occurrence of acute medical or emergency conditions interfering with participation or failure to complete the pre- and post-intervention assessment tools.

This study has been conducted on nursing student and confidentiality of data was promised to participants before this study began