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


REFERENCES:
1.     Bhowate R, Panchbhai A, Tankhiwale S, Vagha S. Introduction of objective structured clinical examination (OSCE) in dental education in India in the subject of oral medicine and radiology. J Educ Ethics Dent. 2014; 4(1): 23. Available from: http://www.jeed.in/text.asp?2014/4/1/23/143169
2.     Zayyan M. Objective structured clinical examination: the assessment of choice. Oman Med J. 2011; 26(4): 219–22. Available from: http://www.ncbi.nlm.nih.gov/pubmed/22043423
3.     Vishwakarma K, Sharma M, Matreja PS, Giri VP. Introducing objective structured practical examination as a method of learning and evaluation for undergraduate pharmacology. Indian J Pharmacol. 2016; 48(Suppl 1): S47–51. Available from: http://www.ncbi.nlm.nih.gov/pubmed/28031608
4.     Choudhari S, TN U. Objective structured Clinical Examination (OSCE): A Review. Res J Pharm Tech. 2016; 9(8): 1–3.
5.     Shirwaikar A. Objective structured clinical examination (OSCE) in pharmacy education - a trend. Pharm Pract (Granada). 2015; 13(4): 627. Available from: http://www.ncbi.nlm.nih.gov/pubmed/26759616
6.     Krishnavenimurugesh R. OSCE the Curriculum tells the staff what to teach. The OSCEs tells the Students what to Learn. Int J Adv Nurs Manag. 2018; 6(2): 135–9.
7.     Brannick MT, Erol-Korkmaz HT, Prewett M. A systematic review of the reliability of objective structured clinical examination scores. Med Educ. 2011; 45(12): 1181–9. Available from: http://doi.wiley.com/10.1111/j.1365-2923.2011.04075.x
8.     Miller GE. The assessment of clinical skills/ competence/ performance: Academic Medicine. Acad Med. 1990; 65(9): 563–7. Available from: https://journals.lww.com/academicmedicine/abstract/1990/09000/the_assessment_of_clinical.45.aspx
9.     Lisle J De. OSCE student evaluation form. MountHope, Trinidad; 2001.
10.     Bhalerao P. Perception of medical teachers and students regarding objective structured long examination record as an assessment tool- a prospective study. 2017; 5(4): 1679–82.
11.     Al-Saqri S, Wardeh YSA, Balawi A. Nursing field teaching staff perception toward using objective structured clinical evaluation to evaluate nurse’s students. Int J Adv Appl Sci. 2018; 5(5): 71–8. Available from: http://science-gate.com/ IJAAS/Articles/2018/2018-5-5/09 2018-5-5-pp.71-78.pdf
12.     Vijayalakshmi K, Revathi S. Performance of Nursing Students in Psychiatric Nursing using Objective Structured Clinical Examination (OSCE) Versus Traditional Practical Examination (TPE)- A Comparative Approach. Asian J Nurs Educ Res. 2017; 7(4): 561–8.
13.     Smitha GS. Students Evaluation of an Observed Structured Clinical Evaluation (OSCE) in Community Health Nursing Clinical Practice. Asian J Nurs Educ Res. 2018; 2(8): 278–81.
14.     Kshirsagar SS. A Study to Assess Perception of Nursing Students about the Effectiveness of Objective Structured Clinical Examination (OSCE) during Perineal Care Procedure in the selected College of Metropolitan City. Int J Nurs Educ Res. 2021; 9(4): 425–8.
15.     Ameh N, Abdul MA, Adesiyun GA, Avidime S. Objective structured clinical examination vs traditional clinical examination: An evaluation of students’ perception and preference in a Nigerian medical school. Niger Med J. 2014; 55(4): 310–3. Available from: http://www.ncbi.nlm.nih.gov/pubmed/25114366
16.     Eldarir SA, Abd NA. Objective Structured Clinical Evaluation (OSCE) versus Traditional Clinical Students Achievement at Maternity Nursing: A Comparative Approach. IOSR J Dent Med Sci. 2013; 4(3): 63–8.
17.     Bdair IAA, Abuzaineh HF, Burqan HMR. Advantages and Disadvantages of the Objective Structured Clinical Examination OSCE in Nursing Education: A Literature Review. Int J Trend Sci Res Dev. 2019; 3(2): 270–4.
18.     Ataro G, Worku S, Asaminew T. Ataro, G., Worku, S., & Asaminew, T.  Experience and Challenges of Objective Structured Clinical Examination (OSCE): Perspective of Students and Examiners in a Clinical Department of Ethiopian University. Ethiopian Journal of Health Sciences. 2020; 30(3).  

Recomonded Articles:

Author(s): Medha Piplani Verma, Sandhya Gupta

DOI: 10.5958/2454-2660.2017.00044.8         Access: Open Access Read More

Author(s): Babitha Paulose, Laura S Carvalho, Blessy Mathew, Sr. Mani, Deepti Gladsy D’souza, Chanu Bhattacharya, Precilla D’Silva

DOI: 10.5958/2454-2660.2016.00055.7         Access: Open Access Read More

Author(s): Shivaleela S Sarawad

DOI: 10.52711/2454-2660.2023.00018         Access: Closed Access Read More

Author(s): Ponnambily Jobin, Angel Sudha Veparala, Anmery Varghese, Aparnna T Jose, K. Imnainla Walling, Vathsala Sadan

DOI: 10.5958/2454-2660.2017.00014.X         Access: Open Access Read More

Author(s): V. Indra, S. Urmela

DOI: 10.5958/2454-2660.2018.00073.X         Access: Open Access Read More

Author(s): Israel Jeba, Arti Devi

DOI: 10.5958/2454-2660.2017.00081.3         Access: Open Access Read More

Author(s): Juby Rose Kuriakose, Annu Lilly James, Blessy Thomas, Jemy George, Merlin P Raphael, Neena Joy, Neslin Antony, Reshma Thomas, Shirley John

DOI: 10.52711/2454-2660.2022.00008         Access: Closed Access Read More

Author(s): Mrs. Rashmi P, Mrs Sunitha, P.S, Mrs. Purohit Saraswati, Mrs. Mamatha G

DOI: 10.5958/2454-2660.2020.00062.9         Access: Open Access Read More

Author(s): Sukhpreet Kaur, Davinder Kaur, Rajinder Singh Gupta

DOI: 10.5958/2454-2660.2020.00098.8         Access: Open Access Read More

International Journal of Nursing Education and Research (IJNER) is an international, peer-reviewed journal devoted to nursing sciences..... Read more >>>

RNI: Not Available                     
DOI: 10.5958/2231–5713 

Popular Articles


Recent Articles




Tags