Assessing Clinical Skills of Nursing Students: A Triangulation Study to Explore Faculty Experiences and Feedback in Objective Structured Clinical Examination (OSCE)

Context: The Objective Structured Clinical Examination (OSCE) method is an effective tool for evaluating the clinical nursing skills of nursing students. OSCE is an assessment technique in which the student demonstrates their competence under a variety of simulated conditions Aim: This study aimed to compare objective structured clinical examinations versus traditional clinical examination on pediatric nursing students' performance. Methods: A quasi-experimental research design (study and control group) was used to conduct this study. The study was conducted in the laboratory of pediatric nursing skills at the faculty of nursing, Benha University. All male and female pediatric nursing students in the 3rd year (n. =228), who were studying in the academic year 2018-2019, first semester, faculty of nursing, Benha University, was recruited. A simple random sample chose to achieve the aim of this study. The odd number was for the OSCE group and the even number for the traditional clinical examination (TCE) group. Four tools were utilized to collect data for the current study. A Structured Questionnaire Sheet, A modified Self-administered Questionnaire, Pediatric Nursing Students' Practice Observational Checklists, and Clinical Scenarios were designed to assess the pediatric nursing student OSCE exam and compare between the traditional method and OSCE method of exams. Results: The current study discovered statistically significant differences were found with a high percentage of agreement responses among pediatric nursing students for related items of OSCE method compared to those in TCE. Additionally, the results clarify a highly statistically significant difference between the studied pediatric nursing students' in TCE and OSCE total performance scores. Conclusion: Objective Structured Clinical Examination (OSCE) was opinioned as a tool for clinical evaluation. This finding appeared in pediatric nursing students' responses, which confirmed their acceptance of OSCE. The OSCE subsequently remains a more objective method of assessment than the traditional clinical forms of the exam that was previously used. OSCE can be used most effectively in undergraduate nursing curricula to assess fair practice. This type of exam provided an accurate measure of clinical skill competencies. Therefore, OSCE should be adopted as a strategy for examining clinical skills for students in all academic years. The current study recommended that Objective Structured Clinical Examination can be used as effective and meaningful assistance to fitness for practice, and OSCE should be adopted as a strategy for examining clinical skills for students in all academic years.

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Assessing Nursing Students’ Clinical Competencies Using a Problem-Focused Objective Structured Clinical Examination

Western Journal of Nursing Research ◽

10.1177/0193945916667727 ◽

2016 ◽

Vol 39 (3) ◽

pp. 388-399 ◽

Cited By ~ 2

Author(s):

Xuemei Zhu ◽

Li Yang ◽

Ping Lin ◽

Guizhi Lu ◽

Ningning Xiao ◽

...

Keyword(s):

Nursing Students ◽

Undergraduate Students ◽

Clinical Examination ◽

Clinical Skills ◽

Standardized Patients ◽

Objective Structured Clinical Examination ◽

Clinical Competencies ◽

Graduation Examination ◽

The Difference ◽

Technical Operation

The objectives of this study were to develop, implement, and evaluate an innovative modified Objective Structured Clinical Examination (OSCE) model, and to compare students’ performance of different clinical skills as assessed by standardized patients and OSCE examiners. Data were obtained from final year undergraduate students undergoing the modified OSCE as a graduation examination. Seventy-seven students rotated through four stations (nine substations). Standardized patients scored students higher than examiners in history taking (9.14 ± 0.92 vs. 8.42 ± 0.85), response to emergency event (8.88 ± 1.12 vs. 7.62 ± 1.54), executive medical orders (8.77 ± 0.96 vs. 8.25 ± 1.43), technical operation (18.21 ± 1.26 vs. 16.91 ± 1.35), nursing evaluation (4.53 ± 0.28 vs. 4.29 ± 0.52), and health education stations (13.79 ± 1.31 vs. 11.93 ± 2.25; p < .01). In addition, the results indicated that the difference between standardized patient and examiner scores for physical examination skills was nonsignificant (8.70 ± 1.18 vs. 8.80 ± 1.27; p > .05). The modified, problem-focused, and nursing process–driven OSCE model effectively assessed nursing students’ clinical competencies, and clinical and critical thinking.

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Objective Structured Clinical Examination (OSCE) as an Assessment Tool for Clinical Skills in Sohag University: Nursing students' perspective

Journal of Environmental Studies ◽

10.21608/jesj.2012.189915 ◽

2012 ◽

Vol 8 (1) ◽

pp. 59-69

Author(s):

Ghona Ali ◽

Abeer Mehdi ◽

Heba Ali

Keyword(s):

Nursing Students ◽

Clinical Examination ◽

Assessment Tool ◽

Clinical Skills ◽

Objective Structured Clinical Examination

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Assessment of breastfeeding clinical skills among nursing students using the Objective Structured Clinical Examination (OSCE)

Investigación en Educación Médica ◽

10.1016/j.riem.2016.04.001 ◽

2016 ◽

Vol 5 (20) ◽

pp. 244-252 ◽

Cited By ~ 2

Author(s):

Natalia Villegas ◽

Rosina Cianelli ◽

Madeline Fernandez ◽

Shakira Henderson ◽

Solange Sierra ◽

...

Keyword(s):

Nursing Students ◽

Clinical Examination ◽

Clinical Skills ◽

Objective Structured Clinical Examination

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The Objective Structured Clinical Examination (Osce) In High-Fidelity Simulations for Assessing Nursing Students' Clinical Judgment

Proceedings of the 2019 3rd International Conference on Education and Multimedia Technology - ICEMT 2019 ◽

10.1145/3345120.3345127 ◽

2019 ◽

Author(s):

Hao Bin Yuan

Keyword(s):

Nursing Students ◽

Clinical Examination ◽

Clinical Judgment ◽

Objective Structured Clinical Examination ◽

High Fidelity ◽

High Fidelity Simulations

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Nursing students' perceptions on the use of clinical simulation in psychiatric and mental health nursing by means of objective structured clinical examination (OSCE)

Nurse Education Today ◽

10.1016/j.nedt.2021.104866 ◽

2021 ◽

Vol 100 ◽

pp. 104866

Author(s):

Silvia García-Mayor ◽

Casta Quemada-González ◽

Álvaro León-Campos ◽

Shakira Kaknani-Uttumchandani ◽

Laura Gutiérrez-Rodríguez ◽

...

Keyword(s):

Mental Health ◽

Nursing Students ◽

Clinical Examination ◽

Objective Structured Clinical Examination ◽

Mental Health Nursing ◽

Clinical Simulation ◽

Health Nursing

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Analisis Capaian Kompetensi Mahasiswa dalam Objective Structured Clinical Examination (OSCE) Semester Ganjil Tahun Ajaran 2017/2018 Fakultas Kedokteran Universitas HKBP Nommensen Medan

Nommensen Journal of Medicine ◽

10.36655/njm.v5i2.152 ◽

2020 ◽

Vol 5 (2) ◽

pp. 28-35

Author(s):

Jenny Novina Sitepu

Keyword(s):

Clinical Examination ◽

Clinical Reasoning ◽

Clinical Skills ◽

Objective Structured Clinical Examination ◽

Treatment Practice ◽

Standard Patient ◽

The Mean ◽

Reasoning Skills ◽

Clinical Reasoning Skills ◽

Academic Year

Backgroud: Clinical skills is one of competency as a doctor. Objective Structured Clinical Examination (OSCE) is an ideal way to assess clinical skills for undergraduated, graduated, and postdraduated clinical students. The low score in some OSCE station can be an input for teaching and curriculum improvement. This study aim to analyzed student competency achievement in first term in 2017/2018 academic year in Fakultas Kedokteran Universitas HKBP Nommensen. Methods: This study was qualitative study with descriptive design. The sample was OSCE score in first term in 2017/2018 academic year. Student achievement was the mean score of every student in all station in OSCE. Competency achievement was the mean of students score for every competency in OSCE. Next, the stations was categorized in practice/ procedure skills station and clinical reasoning skills station. Skills achievement was got form the mean of score (in percent) of procedure skills and clinical reasoning station. Indept interview with students and lectures was held to knowed their perception about OSCE. Results: Students’ achievement in OSCE of first term academic year 2017/2018 was 62.4% for 2015’s students, and 64.6% for 2016’ students. The lowest competency achievement of 2015’s students was diagnosis and differential diagnosis. For the 2016’s students, it was farmacology treatment. Practice/ procedure skills achievement in OSCE of first term academic year 2017/2018 was 61.34% (2015’s students) and 74.4% (2016’s students). The clinical reasoning skills achievement was 62.80% (2015’s students), and 58.77% (2016’s students). Based on indept interview, the things that make student’s achievement low were the clinical reasoning ability of students was still low, the standard patient that involved in OSCE didn’t acted properly, the students’ knowledge about medicine and prescription was poor, and there were lot of learning schedules and learning subjects that students must did and learned. Conclusions: Students’ achievement in OSCE of first term academic year 2017/2018 is need to be improved.

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Objective structured clinical examination in physiotherapy teaching: a systematic review

Fisioterapia em Movimento ◽

10.1590/1980-5918.032.ao14 ◽

2019 ◽

Vol 32 ◽

Author(s):

Aline Moreira Ribeiro ◽

Alcindo Antônio Ferla ◽

Juleimar Soares Coelho de Amorim

Keyword(s):

Latin American ◽

Clinical Examination ◽

Professional Competence ◽

Teaching Method ◽

Clinical Skills ◽

Scientific Evidence ◽

Health Sciences ◽

Educational Process ◽

Objective Structured Clinical Examination ◽

Methodologic Quality

Abstract Introduction: Problems related to the clinical abilities of physiotherapy students are not always identified throughout the educational process and might only be observed when these future professionals have to treat patients. The Objective Structured Clinical Examination (OSCE) includes a problematization approach and can be used in Health Sciences teaching to help this identification before internship practices. However, there are few studies on its use in Physiotherapy. Objective: To gather evidence of the OSCE use to evaluate clinical abilities in Physiotherapy teaching. Method: Articles published from 2000 to 2016 were surveyed in the Biblioteca Virtual em Saúde (BVS) (Virtual Health Library), Centro Latino-Americano e do Caribe de Informação em Ciências da Saúde (BIREME) (Latin-American and Caribbean Health Sciences Information Center), PubMed, Scielo and Web of Science, using the descriptors “educational assessment”, “assessment methods”, “objective structured clinical examination”, “clinical competence”, “professional competence”, “clinical skills”, “student competence”, “student skills”, “physiotherapy” and the Booleans “OR” and “AND”. Results: The initial number of identified publications was 3,242. From these, seven were included in this review. Two studies were developed in Brazil, four in Australia and one in Canada. The studies were scored 7 to 12 regarding methodologic quality, and 1B and 2B regarding scientific evidence. Conclusion: Students’ clinical abilities were grouped into three classes: cognitive, psychomotor and affective, and four studies described their use. There is very little evidence of the use of OSCE, but the instrument can be applied to evaluate skills and competences in Physiotherapy teaching.

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