Background: The objectives of the study were to assess the quality of life (QOL) among women with breast cancer and associate the QOL with selected background variables. Methods: A cross-sectional descriptive study was adopted for the study. Data collection was done in oncology units of tertiary care centers. The sample type includes woman with breast cancer at stage I or II or IIIa as per TNM classification. A purposive sampling technique was followed with a total sample size of 60. The tool used was the Quality of Life (QOL) questionnaire - Breast Cancer Version by National Medical Center & Beckman Research institute.  Results: The QOL among study participants revealed that 42 (70%) had average QOL and 18 (30%) had poor QOL. The QOL was examined in various domains such as physical wellbeing, where the mean score was 38.47, the psychological wellbeing mean score was 60.58, social wellbeing mean was 38.10 and spiritual wellbeing mean was 38.58. There was an association between residence and occupation with QOL at p<0.05. Further there was an association between the clinical variable such as period and stages of cancer at p<0.05 and type of treatment at p<0.01. Conclusions: Breast cancer diagnosis has an undeniable effect on women at work, home and can have rapid consequences for other members in the family. Evaluation of QOL and associated factors would help the health care professionals especially nurses to organize health promotion activities and counselling sessions in varied health care settings to overcome challenges and improve Quality of Life.

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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 semistructured 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.