Assessing Clinical Skills of Nursing Students: A Triangulation Study to Explore Faculty Experiences and Feedback in Objective Structured Clinical Examination (OSCE)

World Journal of Nursing Research | Vol 1, Issue 1

Table 2. Summary of data findings from theme three: process of conductingOSCE

Preparation for OSCE and its management	OSCE structure and administration	Adequacy of resources and infrastructure
The entire faculty commented that detailed instructions, both verbal and written, were given prior to OSCE assessment about the process of examination. Explanations were given using a power point presentation, prepared in agreement with the entire faculty who were involved with teaching the course. In addition, a mock training session was carried out before the OSCE. “The students were given the checklist for the procedure and are instructed about the time frame of the exam, along with a discussion session to clarify their doubts. Moreover, a two hours orientation was carried out with clear guidelines about the exam”. “A mock rehearsal session for the exam was carried out prior to conducting OSCE, to acquaint the students to the method of examination”.	While many of the faculty felt that the OSCE is well-structured and administered to assess the competencies, some of them had commented that it missed the ‘analyzing component’ of the case scenario given. “Yes, I think the exam is well-structured and uses properly designed evaluation tools to assess the students’ competencies at the beginner level”. “The OSCE is well-conducted, except for the analyzing part of the case by the students”. Some of the faculty felt that an inter-rater variability in the OSCE would affect students’ evaluation, whereas a majority of them reflected that it would not affect the evaluation. “To some extent the inter-rater variability can affect the evaluation, especially if they are not much experienced in conducting OSCE”. “If the students are rated through a well-structured checklist and a conscious rating by the faculty, it will not influence the evaluation”.	A majority of the faculty (60 percent, Mean = 2.2 ± 1.03) stated that the physical resources were adequate, including the labs, while others suggested improving the facilities by providing enough space and organization of lab so that it gave a better working environment. Most of them stated that the students were able to engage in practice sessions in the skill lab (90 percent, Mean = 2.8 ± 0.63). “The labs are well-equipped for the students to practice…. the students are free to engage in self-practice sessions at their own pace…” “The lab resources are insufficient…it needs to be advanced with effective simulators…..require having more space, equipment and skill lab facilities so that the complete examination improves…”.

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