Experiences of nursing students and examiners with the Objective Structured Clinical Examination method in physical assessment education: A mixed methods study

Bani‐Issa, Wegdan; Tamimi, Muna Al; Fakhry, Randa; Tawil, Hanan Al

doi:10.1016/j.nepr.2019.01.006

Cited by 33 publications

(29 citation statements)

References 20 publications

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“…The questionnaire consisted of 20 items that evaluated how the participants felt at the time of responding to each item. Note that 10 items were associated with the anxiety-present (items 3, 4, 6, 7, 9, 12, 13, 14, 17, 18) and the remaining items were associated with the anxiety-absent (items 1, 2, 5,8,10,11,15,16,19,20). The intensity of the participants' feelings was rated on a 4-point Likert scale: (I) not at all, (II) somewhat, (III) moderately so, and (IV) very much so.…”

Section: State-trait Anxiety Inventory (Stai)mentioning

confidence: 99%

“…While nursing students acknowledge the value of the clinical experience gained through an OSCE, however, they generally feel anxiety, loss of control, and pressure during the examination [10]. OSCE-related anxiety could be partly due to their unfamiliarity with the examination processes and requirements, which can be resolved using the familiarization (exposure) technique [5,11,12]. Successful implementation of the technique would ultimately improve student performance and their ability to succeed [6,10].…”

Section: Introductionmentioning

confidence: 99%

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The effect of a stress and anxiety coping program on objective structured clinical examination performance among nursing students in shiraz, Iran

2020

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Background Evaluation of the competence and practical skills of nursing students, using the objective structured clinical examination (OSCE), is an integral part of the nursing education program. However, their performance could be negatively influenced by a significant level of stress and anxiety prior to the test. The present study aimed to evaluate the effect of an anxiety coping program on the OSCE performance level of first-year nursing students in Shiraz, Iran. Methods The present quasi-experimental study was conducted among 76 nursing students; control group (n = 35) and intervention group (n = 41). To attain the study purpose, the intervention group received a pre-exam anxiety coping program that included relaxation and soothing techniques, diaphragmatic breathing training, and progressive muscle relaxation training accompanied by light instrumental music, while the control group received no intervention before the exam. Data collection instruments included a demographic characteristics form and State-Trait Anxiety Inventory (STAI) questionnaire. Demographic characteristics of the participants indicated an overall homogeneity within the study population. The STAI questionnaire was filled in before and after the OSCE and the results were compared with those of the control group. The data were analysed using SPSS software (version 22.0). P < 0.05 was considered statistically significant. Results As a result of the anxiety coping program, a substantial reduction in the anxiety score (by 11.61 units) in the intervention group was observed. There was a significant difference in the pre- and post-exam anxiety scores between the control and intervention groups (P < 0.001). The anxiety coping program improved the examination results of nursing students in the final exam compared to the midterm results (an increase of 0.9487 units, P < 0.001). Conclusion The anxiety coping program reduced the anxiety level among nursing students and improved their OSCE results. Our findings can be utilized to better evaluate clinical activities in different medical and paramedical groups. Moreover, educators can implement such coping programs prior to evaluations in order to effectively assess the knowledge, attitude, and performance of the students.

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Section: State-trait Anxiety Inventory (Stai)mentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

The effect of a stress and anxiety coping program on objective structured clinical examination performance among nursing students in shiraz, Iran

2020

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“…For the minority of nursing students who fail the OSCE, it was found that several reasons caused them to fail the test such as lack of confidence in practice skill, stress and nervousness. As well as Bani-issa et al(2019) study to explore the experiences of undergraduate nursing students and examiners with the OSCE that found participants also perceived the exam to be a stressful experience, citing the need for more time [15]. All causes that mentioned before can impact decision-making, critical thinking,and judgment in nursing practice [11].…”

Section: Discussionmentioning

confidence: 99%

“…The OSCE helped nursing students to improve their psychiatric nursing skills. Associated with the study claimed that nursing students perceived that OSCE is a good model for evaluation nursing skills [11] [14] and OSCE is a diversity patterns which is very challenging for all students [13] [15]. Additionally, OSCE can differentiate nursing students' problems and abilities individually.…”

Section: Discussionmentioning

confidence: 99%

Using the Objective Structured Clinical Examination for Evaluation Nursing Students’ Performances in Psychiatric Nursing Practicum

Saithanu¹,

Luprasong²,

Thanee³

2019

Proceedings of the Third International Conference on Sustainable Innovation 2019 – Health Science and Nursing (IcoSIHSN 2019)

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The purpose of this descriptive research study was to examine the outcome of the Objective Structured Clinical Examination (OSCE) on nursing students' performances in psychiatric nursing area. The participants were 62 of 4th year nursing students in Faculty of Nursing, Ubon Ratchathani University, Thailand. Purposive sampling was employed to recruit participants. The research instruments were 1) the OSCE model, 2) the nursing students' perception questionnaires on psychiatric nursing performances 3) the nursing students' opinion questionnaires on OSCE. Descriptive statistics were used for data analysis. The result revealed that most of nursing students passed the OSCE test. Total 80.65% passed OSCE in the component of therapeutic relationship skill and 91.94% passed the test in the section of mental health problem screening and assessment skill. Nursing students' perception on psychiatric nursing performances had a good level, the highest score was the section of the perception on psychiatric nursing practice (x̄= 3.88 SD = .61). This research showed that the OSCE helped distinguish nursing students' skills such therapeutic relationship skills and mental health screening and assessment skills. Accordingly, educational institutions should promote the use of the OSCE in all practicum subjects. The OSCE assists nursing students to gain self-perception on nursing skills which can lead to the improvement of their nursing performances.

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“…The OSCE is already used in various simulated learning scenarios, including operational and communication skills in medical and nursing education [17]. Bani-Issa et al [18] administered the OSCE to students of a physical assessment program to evaluate their physical assessment competence and the students expressed that the OSCE promoted in-depth learning and prepared them for the real world. Solà-Pola et al [19] invited nursing students to partake in qualitative interviews.…”

Section: Introductionmentioning

confidence: 99%

Objective Structural Clinical Examinations can be Used to Assess Clinical Nursing Cultural Competence Abilities.

Lee

Wang

et al. 2020

Preprint

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Background: Culture is the adhesive that binds people's lives. However, there is a lack of an objective and useful tool for assessing cultural competence and practice. The purpose of this study were to assess the learning efficacy of nurses after completing the Cultural Competence Cultivation Program using an Objective Structured Clinical Examination (OSCE).Methods: A quasi-experimental research design was used to evaluate nurses working at a medical center in Taiwan. The nurses were randomly allocated into an experimental group (N = 47), which underwent the Cultural Competence Cultivation Program, and a control group (N = 50), which did not partake in an educational program. After the intervention, the nurses’ learning efficacy was assessed using an OSCE. The research data were statistically analyzed using SPSS 22.0 software for Windows. Results: The average score of the experimental group was significantly higher in the “communication ability and skill” category. Furthermore, the OSCE scores, Standardized Patient Survey (SPS) scores and overall SPS scores were significantly and positively correlated.Conclusion: The findings of this study can serve as a reference for the design of future clinical education programs.

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Experiences of nursing students and examiners with the Objective Structured Clinical Examination method in physical assessment education: A mixed methods study

Cited by 33 publications

References 20 publications

The effect of a stress and anxiety coping program on objective structured clinical examination performance among nursing students in shiraz, Iran

The effect of a stress and anxiety coping program on objective structured clinical examination performance among nursing students in shiraz, Iran

Using the Objective Structured Clinical Examination for Evaluation Nursing Students’ Performances in Psychiatric Nursing Practicum

Objective Structural Clinical Examinations can be Used to Assess Clinical Nursing Cultural Competence Abilities.

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