Students’ Feedback on Objective Structured Clinical Examinations (OSCEs) Experience in Emergency Nursing Course | ||||
| Journal of High Institute of Public Health | ||||
| Article 9, Volume 39, Issue 2, April 2009, Page 370-387 PDF (251.55 K) | ||||
| Document Type: Original Article | ||||
| DOI: 10.21608/jhiph.2009.20761 | ||||
 View on SCiNiTO | ||||
| Authors | ||||
| Eman Zahran* 1; Eman Taha2 | ||||
| 1Department of Critical Care and Emergency Nursing, Alexandria University, Alexandria, Egypt | ||||
| 2Department of Nursing Education, Alexandria University, Alexandria, Egypt | ||||
| Abstract | ||||
| Background/Objective: Objective Structured Clinical Examinations (OSCEs) are an effective assessment strategy for assessing clinical skills and for highlighting curriculum problem areas Since its inception, the OSCE has been increasingly used to provide formative and summative assessment in various medical disciplines. Methods: The study was conducted at Critical Care Nursing and emergency Department, the Faculty of Nursing, Alexandria University, Specifically in emergency nursing course. Data were collected using questionnaire comprised 26 items to determine students’ feedback in relation to OSCE as an assessment method in acute care. Results: The majority of students agreed that the OSCE was comprehensive and covered a wide range of knowledge and clinical skills taught and in addition the exam was less stressful than other exams and the students felt the OSCE exam highlighting their strengths and weaknesses. Moreover, the exam increased their self confidence to face real situations. Conclusion and Recommendations: OSCE as an assessment method is an effective method to test students’ competencies and teachers can diagnose the teaching defects and OSCE provides opportunities for students to learn from mistakes and increase their self confidence. OSCE can be implemented in different nursing specialties. | ||||
| Keywords | ||||
| Objective Structured Clinical Examination (OSCE); Skill evaluation; Nursing students; Feedback | ||||
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