@Article{crph105,
AUTHOR = {John, Bindu and Narayanan, Gayathripriya and Al-Sawad, Munira and Ali, and Naseem Saeed},
TITLE = {Assessing Clinical Skills of Nursing Students: A Triangulation Study to Explore Faculty Experiences and Feedback in Objective Structured Clinical Examination (OSCE)},
JOURNAL = {Current Research in Public Health},
VOLUME = {1},
YEAR = {2021},
NUMBER = {1},
PAGES = {8-20},
URL = {/10.31586/wjnr-1-1-210.31586/wjnr/1/1/2},
ISSN = {2831-5162},
DOI = {10.31586/wjnr.2021.105},
ABSTRACT = {Background and aim: Developing clinical skills and its assessment is one of the most important components in nursing education which prepares the student for the reality of practice. Objective structured clinical examination (OSCE) is extensively used and widely accepted by nurse educators across the globe to assess the competency skills of nursing students. The present study aimed at identifying the attitude and perceptions of faculty, and exploring their feedback and experience in conducting OSCE as an assessment tool. Methods: A triangulation research approach was used with convenience sampling. Data collection was carried out using questionnaires and semi-structured interviews. Participants were ten faculty members who were involved in conducting OSCE for students. Results and conclusion: Most of the faculty felt that OSCE reflected the skills of delivery of safe patient care, and the structure reflected mastery of knowledge and skills, which are related to course objectives. OSCE was regarded by the faculty as a consistent, reliable, valid, and objective measure to assess students’ performance and to improve students’ confidence in clinical skills. Concerns were raised about a high level of stress in students, the time required for the proper performance of tasks, OSCE scenarios lacking real-life situations in assessment, and the need for repeated practice and intensive mock training sessions. The applicability of OSCE in terms of limitations in human and material resources with a large number of students would necessitate rethinking in developing other assessment strategies to improve the overall process.},
}

%0 Journal Article
%A John, Bindu
%A Narayanan, Gayathripriya
%A Al-Sawad, Munira
%A Ali, and Naseem Saeed
%D 2021
%J Current Research in Public Health

%@ 2831-5162
%V 1
%N 1
%P 8-20

%T Assessing Clinical Skills of Nursing Students: A Triangulation Study to Explore Faculty Experiences and Feedback in Objective Structured Clinical Examination (OSCE)
%M doi:10.31586/wjnr.2021.105
%U /10.31586/wjnr-1-1-210.31586/wjnr/1/1/2

TY  - JOUR
AU  - John, Bindu
AU  - Narayanan, Gayathripriya
AU  - Al-Sawad, Munira
AU  - Ali, and Naseem Saeed
TI  - Assessing Clinical Skills of Nursing Students: A Triangulation Study to Explore Faculty Experiences and Feedback in Objective Structured Clinical Examination (OSCE)
T2  - Current Research in Public Health
PY  - 2021
VL  - 1
IS  - 1
SN  - 2831-5162
SP  - 8
EP  - 20
UR  - /10.31586/wjnr-1-1-210.31586/wjnr/1/1/2
AB  - Background and aim: Developing clinical skills and its assessment is one of the most important components in nursing education which prepares the student for the reality of practice. Objective structured clinical examination (OSCE) is extensively used and widely accepted by nurse educators across the globe to assess the competency skills of nursing students. The present study aimed at identifying the attitude and perceptions of faculty, and exploring their feedback and experience in conducting OSCE as an assessment tool. Methods: A triangulation research approach was used with convenience sampling. Data collection was carried out using questionnaires and semi-structured interviews. Participants were ten faculty members who were involved in conducting OSCE for students. Results and conclusion: Most of the faculty felt that OSCE reflected the skills of delivery of safe patient care, and the structure reflected mastery of knowledge and skills, which are related to course objectives. OSCE was regarded by the faculty as a consistent, reliable, valid, and objective measure to assess students’ performance and to improve students’ confidence in clinical skills. Concerns were raised about a high level of stress in students, the time required for the proper performance of tasks, OSCE scenarios lacking real-life situations in assessment, and the need for repeated practice and intensive mock training sessions. The applicability of OSCE in terms of limitations in human and material resources with a large number of students would necessitate rethinking in developing other assessment strategies to improve the overall process.
DO  - Assessing Clinical Skills of Nursing Students: A Triangulation Study to Explore Faculty Experiences and Feedback in Objective Structured Clinical Examination (OSCE)
TI  - 10.31586/wjnr.2021.105
ER  -