Abstract
BackgroundObjective structured clinical examination (OSCE) can help mentors, clinical lecturers, and academic lecturers assess students with borderline performance. MethodsCohort study in 120 fourth-year Nursing students (Bachelor’s degree). OSCE stations, designed to evaluate cumulative content and skills, were assessed jointly by academic and clinical lecturers. Scores were compared with other summative assessments. ResultsMean OSCE score was 5.6 ± 1.2 (10-point scale); 7.5% failed. Final clinical practice score 8.4 ± 0.6, no students failed; content knowledge, 7.7 ± 0.5, 12.3% failed. OSCE and practicum scores were strongly correlated in students who failed OSCE (r = 0.68). ConclusionsOSCE appropriately identified risk of poor performance in clinical practice.
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