Undergraduate nursing students' subjective attitudes to curriculum for Simulation-based objective structured clinical examination

Abstract

The objective structured clinical examination (OSCE) is an effective educational method to evaluate the clinical competencies of students. To identify undergraduate nursing students' subjective attitudes to a curriculum for simulation-based OSCE (C-SOSCE). Q methodology was used since it integrates the use of quantitative and qualitative methods. A convenience P-sample consisting of 44 third-year nursing students. Forty selected Q-statements were obtained from each participant and were classified into a normal distribution by using a 9-point bipolar scale. The collected data were analyzed using the pc-QUANL program. Three discrete factors emerged: Factor I (C-SOSCE stimulates self-study; self-directed learning perspectives), Factor II (C-SOSCE promotes self-confidence; practical learning perspectives), and Factor III (C-SOSCE needs proficient personnel; constructive learning perspectives). Subjective positions of the three factors that were identified can be applied during the planning stages of an effective C-SOSCE. These findings establish a baseline that will lead to further research.