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[9000115.] رقم البحث : 9000115 - |
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Objective Structured Clinical Examination (OSCE) as an Assessment Tool for Clinical Skills in Sohag University: / Nursing students’ perspective / |
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قطاع الدراسات البيئية / Environmental Education |
| تخصص البحث : Environmental Education |
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Journal of Environmental Studies / / 8 - august 2012 |
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Heba Abdel-Kader Ali ( Jces_sci@yahoo.com - ) |
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Ghona Abd El-Nasser Ali ( Jces_sci@yahoo.com - ) |
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Abeer yahya Mahdy ( Jces_sci@yahoo.com - ) |
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Clinical skills, Competence, Objective Structured Clinical Examination (OSCE), multiple choice questions (MCQ), Oral examination, List, true/false, students’ perspective. |
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Background: To avoid the disadvantages of the traditional clinical nursing examination, Faculty of Nursing, Sohag University was first introduced the Objective Structured Clinical Examination (OSCE) as part of assessment of 1st year Med-Surgical Nursing in the January exam 2012, to assess clinical performance following their completion of an introduction to adult nursing course. The main aim of this study was to investigate the students? perception of the OSCE as part of an evaluation of clinical skills, and competence in Med-Surgical Nursing students?. Methods: This study has a cross sectional descriptive design that was completed by all students immediately after the OSCE at the end of OSCE evaluation. Main outcome measures were student perception of examination attributes, which included the quality of instructions and organization, the quality of performance, authenticity and transparency of the process, and usefulness of the OSCE as an assessment instrument compared to other formats. The questionnaire developed by Pierre et al., (2004) was adapted in this study, in addition to 7 questions about the organization of OSCE evaluation was designed by the researchers. Results: The results revealed that the OSCE accepted by the majority of nursing student’s as a suitable tool for evaluation of skills and competence. Most students (75.9%) viewed OSCE as a fair assessment tool and comprehensive (72.4%) and with clear instruction (50.0%), minimized the chance of failing (68.9%), and highlighted areas of student’s weakness (46.6%). However, some students felt that OSCE was very stressful (24.1%), twenty nine (50.0%) of student expressed concerns about inadequacy of time, while (39.7%) of students satisfied with the station time. The study has also highlighted that the OSCE provided opportunities to learning, reflected those which were taught (36.2%), and (48.3%) reported that the station were organized and the station was logical sequence and appropriate. Going though the OSCE was a useful practical experience for nursing candidates, also (55.2%) of the student felt the exam score provide true measure clinical skill, (56.9%) believed that the score was standardized, and the personality and social relations not affect OSCE scores. Conclusion: Student feedback confirmed their acceptance of OSCE as an evaluation tool for their clinical skills, and competence, although a fair number felt the exam was stressful and intimidating. This is encouraging to the Department to consider implementing OSCE for graduating students. This is also timely since the University and the College is engaged in curriculum evaluation and reform. |
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