Assessment of Objective Structured Clinical Examination (OSCE) Regarding Clinical Competence and Stressors: Nursing Students' Perspectives | ||||
| Alexandria Scientific Nursing Journal | ||||
| Volume 16, Issue 1, July 2014, Page 75-92 PDF (99.34 K) | ||||
| Document Type: Research articles | ||||
| DOI: 10.21608/asalexu.2014.205578 | ||||
 View on SCiNiTO | ||||
| Authors | ||||
| Intessar Mohamed Ahmed* 1; Lucy Abu El Alla2 | ||||
| 1Critical care and emergency nursing, Faculty of Nursing, Damanhur University | ||||
| 2Nursing Education, Faculty of Nursing, Damanhur University | ||||
| Abstract | ||||
| Background: Clinical education is one of the important and basic principles in nursing education which is accepted by all programmers and managers of educational programs of this field as the main part of nursing education. The assessment of clinical competence is therefore an important issue in nursing education and the utilization of objective structured clinical evaluation (OSCE) for that purpose is considered very important. The skills component in nursing-related subjects contributes to at least 50% of the content of these subjects, with this high proportion also requiring that any assessment should reflect this significant emphasis on the skills (psychomotor) component. Objective: The aim of this study was to assess objective structured clinical Examination’s regarding clinical competence and stressors among undergraduate nursing students. Setting: It was carried out at critical care and emergency nursing department, faculty of nursing, Damanhour University. Subjects: This study involved 85 undergraduate nursing students. Tools: Assessment of Objective Structured Clinical Examination regarding clinical competence and stressors structure questionnaire was used to collect data. The questionnaire consists of 20 statements. 10 statements related to clinical competence and the other related to stressors. For each statement students were asked to rate their responses on a point scale rating from 1-5. (1) For strongly disagree, (2) for disagree, (3) for not sure, (4) for agree and (5) for strongly agree. Results: It was found that the majority of the respondents agreed or strongly agreed that they received enough information, appropriate repetition of OSCE, the quality of information was quiet well, OSCE is a standardized exam for all students, OSCE is a fair exam, OSCE minimizes chances of failing, students prepare differently for OSCE than for other clinical examinations, OSCE provides them with practical and useful experience, OSCE chance for developing confidence to conduct similar procedure on real patients, OSCE scores truly reflect competence in clinical skills, OSCE has a positive impact on clinical learning. Most of the studied sample disagreed or strongly disagreed that level of stress was low, time to complete procedure or reading instructions was enough. Conclusion: Nursing students perceived OSCE as suitable method which improves their clinical competence. But there was time limitation while its implementation and the majority of students considered it as one of the important factors in producing stress in OSCE. Recommendations: Determine time needed for each procedure and accommodate OSCE, and Increase frequencies of OSCE through open lab hour. | ||||
| Keywords | ||||
| Objective Structured Clinical Examination (OSCE); Clinical Competence; Stressors | ||||
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