Abstract
Background: Nursing education is not only about cognitive field but also include the affective and psychomotor domains. Nursing involves “hands-on” psychomotor skills and clinical decisions in the affective and psychomotor domains which needs to be evaluate in a method that cover both domains. The most important goal of student’s assessment is promoting learning process and improvement of educational programs quality. through different methods of assessment OSCE(An objective structured clinical examination) could be mentioned as an appropriate way for evaluating the medical students specially nursing students.it is undeniable that the student’s attitude toward evaluation methods, as a main client of education programs, could be highly effective and valuable for educational systems objective: present study is conducted to investigate the student’s views toward OSCE, to find out the present problems in this evaluation method. Design: A qualitative, exploratory study. Methods: For this qualitative study, twenty-five students who experienced OSCEin their university were selected purposively. The data were collected by using semi structured interviews. The interviews were verbatim transcribed and analyzed according to the qualitative content analysis based on Graneheim and Lundman method. Findings: Two main themes emerging during data analysis were: 1- Management aspects problem, that includes 3 categories: 1) supervisor’s behavior, 2) time management,3) Facilities, and 2- Educational aspects problem including three categories of 1) Simulation, 2) Educational background, 3) Question design which are key factors in conducting a more rational and helpful OSCE exam. Conclusion: the result of the present study could be highly effective in promoting both clinical skills evaluation and educational programs. Using this kind of methods requires revision on education method, using more student-center methods in teaching and providing facilities to bring students to the real world of profession helping them to improve their ability in clinical decision making for their career prospect.
Highlights
Nursing education is about cognitive field and include the affective and psychomotor domains
objective structured clinical examination (OSCE) is not really a test, but an evaluation method that takes into account the following: multiple stations are designed, different abilities are tested at each station, learners go through all the stations, the content of the test for the audience is fixed and all learners are judged by the same tools and under predetermined standards(Elbilgahy, Eltaib, & Mohamed, 2020)
In a study by Muldoon et al (2014) Third-year midwifery students had no idea whether OSCE was appropriate as a clinical competency assessment strategy or a fair test, stating that OSCE could not reflect real-world clinical situations and was not an opportunity to demonstrate clinical skills.(Muldoon, Biesty, & Smith, 2014).in line with mentioned studies, the results of our study present lack of reality in environment designed for test, uneducated patients in term of behavior and reaction to student,and the absence of motivator feedbacks
Summary
Nursing education is about cognitive field and include the affective and psychomotor domains. In an OSCE test with a large number of testers and stations, students are grouped and each examiner at each station evaluates a certain number of students In such a test, there are several factors that can cause errors, including; The abilities of different students, the strictness or ease of the examiners, the difference in the patient profiles and the difference in the difficulty of the stations, so holding a test that meets all of the above is very important to minimize scoring errors(Lawson, 2006). The mission and goal of nursing schools is to ensure that these capabilities are acquired by graduates to enter the field of service delivery Achieving this requires that education officials, in addition to continuous and scheduled monitoring of student learning during the course, before graduation and reside in the clinical field as a nursing plan force, by holding a practical test of the rate Ensure that students achieve the minimum professional qualifications(Halliday et al, 2019). Identifying and managing related processes in the educational system and implementing new knowledge in the clinical work environment with optimal educational planning improves the efficiency and effectiveness of the educational organization in achieving its goals(Lawson, 2006)
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