A Study to Assess Perception of Nursing Students about the Effectiveness of Objective Structured Clinical Examination (OSCE) during Perineal Care Procedure in the selected College of Metropolitan City

2021 ◽  
pp. 425-428
Author(s):  
Shweta Saisagar Kshirsagar
Keyword(s):  
Nursing Students ◽  
Clinical Examination ◽  
Demographic Data ◽  
Vital Signs ◽  
Hand Washing ◽  
Objective Structured Clinical Examination ◽  
Research Approach ◽  
Good Score ◽  
Perineal Care ◽  
Traditional Evaluation

Aim: 1. To conduct OSCE 2. To assess the perception of nursing students about OSCE 3. To compare the perception of nursing students between traditional evaluation (TE) and Objective Structured Clinical Examination (OSCE). Material and methods: The research approach and design were Qualitative Descriptive. The subjects were 30 students of 4th year Basic BSc Nursing. OSCE conducted under 4 stations namely Hygiene, Execution, Interaction, and Feedback. Data was collected using Demographic data profile; Clinical checklist for hand washing, perineal care SOP; related viva and opinionnaire. Data were analyzed using descriptive and inferential statistics. Results: Hygiene- 16.69% (5) had excellent, 66.6% (19) had Very good, 19.98% (6) had Good score & none of them had an Average or poor score in hand washing. Execution- 73.26% (22) had excellent, 16% (5) had Very good, 9.99% (3) had Good score & none of them had an Average or poor score in vital signs assessment. Interaction- 56.61% (17) had excellent, 43.29% (13) had Very good score &none of them had a Good, Average or poor score in viva. Feedback- 10 Opinionnaire on personal perception about OSCE administered to participants. 100% (30) of them had positively responded. Conclusion: OSCE proved to be an excellent method of clinical evaluation than traditional evaluation.

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

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

scholarly journals Traditional Versus Objective Structured Clinical Examination on Pediatric Nursing Students’ Performance

2020 ◽  
Vol 2 (1) ◽  
pp. 11
Author(s):  
Khadiga M. Said ◽  
Safaa F. Draz
Keyword(s):  
Nursing Students ◽  
Clinical Examination ◽  
Clinical Skills ◽  
Objective Structured Clinical Examination ◽  
Simple Random Sample ◽  
Control Group ◽  
Pediatric Nursing ◽  
Clinical Scenarios ◽  
Significant Difference ◽  
Nursing Skills

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.

scholarly journals Implementation of Objective Structured Clinical Examination for Assessing Nursing Students’ Clinical Competencies: Lessons and Implications

2013 ◽  
Vol 04 (10) ◽  
pp. 48-53 ◽  
Author(s):  
Patricia Katowa-Mukwato ◽  
Lonia Mwape ◽  
Marjorie Kabinga-Makukula ◽  
Prudencia Mweemba ◽  
Margaret C. Maimbolwa
Keyword(s):  
Nursing Students ◽  
Clinical Examination ◽  
Objective Structured Clinical Examination ◽  
Clinical Competencies

scholarly journals The effect of a stress and anxiety coping program on objective structured clinical examination performance among nursing students in shiraz, Iran

2020 ◽  
Vol 20 (1) ◽  
Author(s):  
Sadaf Mojarrab ◽  
Leila Bazrafkan ◽  
Azita Jaberi
Keyword(s):  
Nursing Students ◽  
Clinical Examination ◽  
Relaxation Training ◽  
Substantial Reduction ◽  
Intervention Group ◽  
Demographic Characteristics ◽  
Objective Structured Clinical Examination ◽  
Control Group ◽  
Significant Difference ◽  
Exam Anxiety

Abstract Background Evaluation of the competence and practical skills of nursing students, using the objective structured clinical examination (OSCE), is an integral part of the nursing education program. However, their performance could be negatively influenced by a significant level of stress and anxiety prior to the test. The present study aimed to evaluate the effect of an anxiety coping program on the OSCE performance level of first-year nursing students in Shiraz, Iran. Methods The present quasi-experimental study was conducted among 76 nursing students; control group (n = 35) and intervention group (n = 41). To attain the study purpose, the intervention group received a pre-exam anxiety coping program that included relaxation and soothing techniques, diaphragmatic breathing training, and progressive muscle relaxation training accompanied by light instrumental music, while the control group received no intervention before the exam. Data collection instruments included a demographic characteristics form and State-Trait Anxiety Inventory (STAI) questionnaire. Demographic characteristics of the participants indicated an overall homogeneity within the study population. The STAI questionnaire was filled in before and after the OSCE and the results were compared with those of the control group. The data were analysed using SPSS software (version 22.0). P < 0.05 was considered statistically significant. Results As a result of the anxiety coping program, a substantial reduction in the anxiety score (by 11.61 units) in the intervention group was observed. There was a significant difference in the pre- and post-exam anxiety scores between the control and intervention groups (P < 0.001). The anxiety coping program improved the examination results of nursing students in the final exam compared to the midterm results (an increase of 0.9487 units, P < 0.001). Conclusion The anxiety coping program reduced the anxiety level among nursing students and improved their OSCE results. Our findings can be utilized to better evaluate clinical activities in different medical and paramedical groups. Moreover, educators can implement such coping programs prior to evaluations in order to effectively assess the knowledge, attitude, and performance of the students.

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