Document Type : Original Article
Authors
- Hamideh Goli 1
- Sarina Ramtin 2
- Zahra Parsaei Mehr 3
- Masoud Hiteh 2
- Ali asghar Jesmi 4
- Mojgan Ansari 5
1 Student of Emergency Nursing, Faculty of Nursing and Midwifery, Sabzevar University of Medical Sciences, Sabzevar, Iran
2 Instructor of Geriatric Nursing, Iranian Research Center on Healthy Aging, Sabzevar University of Medical Sciences, Sabzevar, Iran
3 Iranian Research Center on Healthy Aging, Department of Medical-Surgical Nursing, School of Nursing and Midwifery, Sabzevar University of Medical Sciences, Sabzevar, Iran
4 Associate Professor of Nursing, Iranian Research Center on Healthy Aging, Sabzevar University of Medical Sciences, Sabzevar, Iran
5 Associate Professor of Nursing Education, Sabzevar University of Medical Sciences, Sabzevar, Iran
Abstract
Background and objective: Assessing clinical competence in undergraduate nursing students before entering clinical training is of great importance. The Objective Structured Clinical Examination (OSCE) is used as a valid tool in this field. This study aimed to design, implement, and evaluate a novel method of conducting OSCE for nursing students at the Faculty of Nursing and Midwifery in Sabzevar, Iran.
Materials and Methods: This quasi-experimental study used a pre-test-post-test design at two time points among 6th- and 8th-semester nursing students. The exam consisted of ten skill-based and scenario-driven stations, focusing on evaluating clinical skills and critical thinking. Data were analyzed in SPSS using a paired t-test.
Results: Thirty-one nursing students participated in this study. The results showed that the mean scores of clinical skills and critical thinking significantly increased by the end of the 8th semester compared to the 6th semester (P=0.001).
Conclusion: Changing the timing and structure of the OSCE, particularly before clinical placement, positively impacted students’ clinical and problem-solving skills. It is recommended that OSCE be conducted as a comprehensive assessment tool at the end of the 6th semester before students enter clinical training.
Keywords
Main Subjects
- Bartfay WJ, Rombough R, Howse E, LeBlanc R. The OSCE approach in nursing education: Objective structured clinical examinations can be effective vehicles for nursing education and practice by promoting the mastery of clinical skills and decision-making in controlled and safe learning environments. The Canadian Nurse.2004;100(3):18/ 10/4236/ojn/2014/43017
- Miller GE. The assessment of clinical skills.competence/performance. Academic medicine/ 1990;65(9):S63-7. 10/1097/00001888-199009000-00045
- Hamdy H. Blueprinting for the assessment of health care professionals. Clinical Teacher. 2006;3(3)/ 10/1111/j/1743-498X/2006/00101/x
- Ben-David MF. The role of assessment in expanding professional horizons/ Medical Teacher/ 2000;22(5):472-7. 10/1080/01421590050110731
- Major DA. OSCEs–seven years on the bandwagon: The progress of an objective structured clinical evaluation programme. Nurse Education Today. 2005;25(6):442-54. 10/1016/j/nedt/2005/03/010
- Ward H, Willis A. Assessing advanced clinical practice skills. Primary Health Care. 2006;16(3) 10/7748/phc2005/12/15/10/37/c563/
- Harden RM, Gleeson F. Assessment of clinical competence using an objective structured clinical examination (OSCE)/ Medical education. 1979;13(1):39-54/ 10/1111/j/1365-2923/2003/01717/x/
- Bujack L, McMillan M, Dwyer J, Coordinator C, Hazeton M. Assessing comprehensive nursing performance: the Objective Structural Clinical Assessment (OSCA) Part 1—Development of the assessment strategy. Nurse education today. 1991;11(3):179-84/ 10/1016/0260-6917(91)90057-h
- Wilkinson TJ, Newble DI, Wilson PD, Carter JM, Helms RM. Development of a three‐centre simultaneous objective structured clinical examination. Medical Education. 2000;34(10):798-807. 10/1046/j/1365-2923/2000/00669/x
- Chesser AM, Laing MR, Miedzybrodzka ZH, Brittenden J, Heys SD. Factor analysis can be a useful standard setting tool in a high stakes OSCE assessment. Medical education. 2004;38(8):825-31. 10/1111/j/1365-2929/2004/01821/x
- Taras M. Assessment-Summative and Formative-Some Theoretical Reflections. 2016. 10/1111/j/1467-8527/2005/00307.x
- McMullan M, Endacott R, Gray MA, Jasper M, Miller CM, Scholes J, et al. Portfolios and assessment of competence: a review of the literature. Journal of advanced nursing/ 2003;41(3):283-94/ 10/1046/j/1365-2648/2003/02528/x
- Benner P. From novice to expert excellence and power in clinical nursing practice. AJN The American Journal of Nursing. 1984;84(12):1479/ 10/1097/00000446-198412000-00025
- McGrath P, Anastasi J, Fox-Young S, Gorman D, Moxham L, Tollefson J. Collaborative voices: ongoing reflections on nursing competencies. Contemporary Nurse. 2006;22(1):46-55.10/5172/conu/2006/22/1/46
- Hodges B. OSCE! Variations on a theme by Harden. Medical education. 2003;37(12):1134-40.10/1111/j/1365-2923/2003/01717/x/
- Sadeghi T, Ravari A, Shahabinejad M, Hallakoei M, Shafiee M, Khodadadi H. Performing of OSCE method in nursing students of Rafsanjan University of medical science before entering to clinical field inyear 2010: A process for quality improvement/ Community Health Journal. 2017;6(1):1-8/ 227831477
- Hu S, Chen J, Jiang R, Hu H, Hu Z, Gao X, et al. Caring ability of nursing students pre-and post-internship: a longitudinal study. BMC nursing. 2022;21(1):133/ 10/1186/s12912-022-00921-2
- Momeni M, Safari Alamuti F, Rashvand F. The effect of designing, implementing and evaluating the pre-internship test using the OSCE method on self-efficacy in the clinical performance of nursing students. Strides in Development of Medical Education. 2024;21(1):226-36. 10/22062/sdme/2024/199914/1392
- Bani-Issa W, Al Tamimi M, Fakhry R, Al Tawil H. Experiences of nursing students and examiners with the Objective Structured Clinical Examination method in physical assessment education: A mixed methods study. Nurse Education in Practice. 2019;35:83-9. 10/12691/ajnr-8-2-11
- Elbilgahy AA, Eltaib FA, Mohamed RK. Implementation of objective structured clinical examination (OSCE): Perceiving nursing students and teachers attitude & satisfaction. American Journal of Nursing. 2020;8(2):220-6/ 10/12691/ajnr-8-2-1
- Adib-Hajbaghery M, Yazdani M. Effects of OSCE on learning, satisfaction and test anxiety of nursing students: a review study. Iranian Journal of Medical Education. 2018;18(0):70-83/ http://ijme/mui/ac/ir/article-1-4539-fa/html
- Dehnoalian A, Zare Z, Tatari F. Evaluating nursing students, performance with on Objective Structured Clinical Examination. Research in Medical Education. 2021;12(4):29-39/ 10.52547/rme/12.4.29
- Imanipour M, Peyrovi H. Evaluation of nursing students’ performance related to cardiopulmonary resuscitation skills in critical care master course by objective structured clinical examination. Iranian Journal of Cardiovascular Nursing. 2014;2(4):26-34/ http://journal/icns/org/ir/article-1-153-en/html
- Selim AA, Ramadan FH, El-Gueneidy MM, Gaafer MM. Using Objective Structured Clinical Examination (OSCE) in undergraduate psychiatric nursing education: is it reliable and valid? Nurse education today. 2012;32(3):283-8. 10.1016.j.nedt.2011/04.006
- Saithanu K, Luprasong S, Thanee S, editors. Using the Objective Structured Clinical Examination for Evaluation Nursing Students’ Performances in Psychiatric Nursing Practicum. Third International Conference on Sustainable Innovation 2019–Health Science and Nursing (IcoSIHSN 2019); 2019: Atlantis Press.10.2991.icosihsn-19.2019.34
- Zhu X, Yang L, Lin P, Lu G, Xiao N, Yang S, et al/.Assessing nursing students’ clinical competencies using a problem-focused objective structured clinical examination/ Western journal of nursing research/ 2017;39(3):388-99/ 10/1177/0193945916667727
- Azizi N, Jafarizadeh H, Alilu L, Ali Nejad V.The Effect of Evidence-Based Education on The Knowledge of Nursing Students in The Care of Hemodialysis Vascular Access. Nursing And Midwifery Journal/ 2022;20(8):610-8/ http://unmf/umsu/ac/ir/article-1-4729-en/htm
)