Author(s):
Sujitha Elavally, Athirarani Muralidharan Rohini, Manjula Annamalai, Seethalakshmi Avudaiappan, Nalini Sirala Jagadeesh, Thankamani VK
Email(s):
sujithaajith@yahoo.co.in
DOI:
10.52711/2454-2660.2024.00006 
Address:
Sujitha Elavally1, Athirarani Muralidharan Rohini2, Manjula Annamalai3, Seethalakshmi Avudaiappan4, Nalini Sirala Jagadeesh5, Thankamani VK6
1Asst. Professor, Govt. College of Nursing, Thrissur, Kerala.
2Associate Professor, Govt. College of Nursing, Thiruvananthapuram, Kerala.
3Asst. Professor, Sri Ramachandra College of Nursing, SRIHER, Chennai, Tamil Nadu.
4Professor, Sri Ramachandra College of Nursing, SRIHER, Chennai, Tamil Nadu.
5Principal, Sri Ramachandra College of Nursing, SRIHER, Chennai, Tamil Nadu.
6Principal, Govt. College of Nursing, Thrissur, Kerala.
*Corresponding Author
Published In:
Volume - 12,
Issue - 1,
Year - 2024
ABSTRACT:
Objective: This study was aimed to assess the feasibility and effectiveness of OSCE as an assessment method with an initial exploration of faculty perception on traditional clinical examination (TCE) followed by comparing the feedback on OSCE and TCE among Post Graduate Nursing students. Methods: Needs assessment was conducted to gather necessary evidence before we incorporated OSCE. After ethics approval, as a first step, extensive focus group discussions (FGD) were conducted among 38 faculty members on the existing system of case-based clinical examination. We also identified a group of 30 post graduates who had underwent an OSCE session as part of their academic requirements. A modified, validated version of Examination Feedback Questionnaire was utilized, which is a 22 item five point likert scale with questions in three sections namely, Overall exam evaluation (10 items), Quality of performance testing (8 items) and Validity- reliability (4 items). Students were asked to rate their feedback on TCE and OSCE using the same questionnaire. Results: Faculty members had real concerns on the way the TCEs were conducted. The main themes emerged are ambiguous task assignment, non-standardized patients, task overload, examiner burden and time constraints. The students’ overall feedback scores on OSCE were better when compared to TCE (p <0.001) with higher scores on all three sections of the tool. Conclusion: OSCE is a preferred and feasible method of assessment in the selected set-up, inclusive of advanced learners. It is also inferred that strong and evocative research evidence makes the implementation of an innovative curricular change enduring and meaningful.
Cite this article:
Sujitha Elavally, Athirarani Muralidharan Rohini, Manjula Annamalai, Seethalakshmi Avudaiappan, Nalini Sirala Jagadeesh, Thankamani VK. Feasibility and Effectiveness of Objective Structured Clinical Examination in Indian Collegiate Nursing Programme. International Journal of Nursing Education and Research. 2024; 12(1):27-2. doi: 10.52711/2454-2660.2024.00006
Cite(Electronic):
Sujitha Elavally, Athirarani Muralidharan Rohini, Manjula Annamalai, Seethalakshmi Avudaiappan, Nalini Sirala Jagadeesh, Thankamani VK. Feasibility and Effectiveness of Objective Structured Clinical Examination in Indian Collegiate Nursing Programme. International Journal of Nursing Education and Research. 2024; 12(1):27-2. doi: 10.52711/2454-2660.2024.00006 Available on: https://ijneronline.com/AbstractView.aspx?PID=2024-12-1-6
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