scholarly journals A Short Note on Objective Structured Clinical Examination (OSCE)

2021 ◽  
pp. 247-251
Author(s):  
Pauline Sharmila
Keyword(s):  
Nursing Students ◽  
Clinical Examination ◽  
Clinical Competence ◽  
Short Note ◽  
Objective Structured Clinical Examination ◽  
Evaluation Tool ◽  
Multiple Observations ◽  
The World ◽  
Competency Based ◽  
Skill Component

Objective Structured Clinical Examination (OSCE) is a structured competency based examination popularly used in examining the Medical and Nursing students. The clinical competence is evaluated by a team of examiners through uniformly timed, multiple stations. OSCE as an evaluation tool is gaining importance and it is becoming very popularly used by examiners all over the world as it is standardised and multiple observations and skills can be assessed equally for all the students in a single preparation. OSCE with its advantages like objectivity, tailored stations, safety of the patients and provision of audit and recording of the entire process has made it the most needed assessment of the skill component in most of the professional programmes concerning medical and nursing students.

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 MRCPsych OSCE workshop: a new game to play?

2004 ◽  
Vol 28 (2) ◽  
pp. 62-65 ◽  
Author(s):  
Asim Naeem ◽  
Joan Rutherford ◽  
Chris Kenn
Keyword(s):  
Clinical Examination ◽  
Royal College ◽  
Clinical Competence ◽  
Reliability And Validity ◽  
Objective Structured Clinical Examination ◽  
Current Evidence ◽  
Consecutive Series ◽  
Patient Assessment ◽  
Good Reliability ◽  
The Individual

In line with the Royal College of Psychiatrists' commitment to improve its professional examinations based on the best current evidence, Spring 2003 has seen the introduction of the objective structured clinical examination (OSCE). This has replaced the individual patient assessment (IPA) in the MRCPsych Part I clinical examination. An OSCE consists of a series of time-limited clinical tasks that candidates have to perform in a consecutive series of ‘stations' or booths. They have the advantage of being able to test clinical competence using a number of different scenarios via a standardised format (Katona et al, 2000). Their use has become widespread over recent years, particularly in undergraduate psychiatry exams (Brewin & Cantwell, 1997), as they have good reliability and validity (Hodges et al, 1998). This was confirmed by the College's initial pilot OSCE, which had a κ score of around 0.8 for the examination as a whole (Oyebode, 2002).

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.

Sign in / Sign up

Export Citation Format

Share Document