The Evaluative Study of Objective Structured Clinical Examination (OSCE): Students' Perspective

Abstract

Background Objective Structured Clinical Examination (OSCE) is widely used in nursing education to evaluate students' clinical competence. Despite its advantages, perceptions of OSCE vary among students based on attributes such as quality, organization, and assessment format. Aim This study aimed to assess the perceptions of OSCE among nursing students focusing on attributes, performance quality, validity, reliability, and organizational aspects. Methods A descriptive cross-sectional survey design with a quantitative approach was employed. Thirty nursing students from levels 5 to 9, aged 19–20, were selected through purposive sampling. Data were collected using a semi-structured questionnaire, which included sections on OSCE attributes, performance quality, validity, organization, and assessment format. Data analysis involved descriptive and inferential statistics, with tests including t-tests, ANOVA, and chi-square. Results The findings revealed high levels of agreement on OSCE's effectiveness, with mean scores for OSCE attributes (4.2, SD = 0.6), organization (4.1, SD = 0.6), and performance quality (3.8, SD = 0.5). Students perceived validity and reliability positively (mean = 3.6, SD = 0.7). Assessment format ratings indicated preferences for moderate difficulty and fairness. Significant differences were observed in perceptions based on GPA (p < 0.01) and levels of study (p < 0.05). Chi-square tests indicated associations between perceptions and demographic variables such as age and gender. Conclusion The study underscores the importance of tailoring OSCEs to diverse student needs while maintaining fairness and accessibility. Emphasis on organizational quality and perceived reliability can enhance the assessment's efficacy. Further research is recommended to explore strategies for mitigating performance anxiety and optimizing student readiness for OSCEs.