Traditional Versus Objective Structured Clinical Examination on Pediatric Nursing Students’ Performance

Supplementary Files

Traditional Versus Objective Structured Clinical Examination on Pediatric Nursing Students’ Performance

Keywords

Traditional, Objective Structured Clinical Examination, and Pediatric Nursing Students

How to Cite

Said, K., & Draz, S. (2020). Traditional Versus Objective Structured Clinical Examination on Pediatric Nursing Students’ Performance. Evidence-Based Nursing Research, 2(1), 11. https://doi.org/10.47104/ebnrojs3.v2i1.117

Abstract

Context: The Objective Structured Clinical Examination (OSCE) method is an effective tool for evaluating the clinical nursing skills of nursing students. OSCE is an assessment technique in which the student demonstrates their competence under a variety of simulated conditions

Aim: This study aimed to compare objective structured clinical examinations versus traditional clinical examination on pediatric nursing students' performance.

Methods: A quasi-experimental research design (study and control group) was used to conduct this study. The study was conducted in the laboratory of pediatric nursing skills at the faculty of nursing, Benha University. All male and female pediatric nursing students in the 3rd year (n. =228), who were studying in the academic year 2018-2019, first semester, faculty of nursing, Benha University, was recruited. A simple random sample chose to achieve the aim of this study. The odd number was for the OSCE group and the even number for the traditional clinical examination (TCE) group. Four tools were utilized to collect data for the current study. A Structured Questionnaire Sheet, A modified Self-administered Questionnaire, Pediatric Nursing Students' Practice Observational Checklists, and Clinical Scenarios were designed to assess the pediatric nursing student OSCE exam and compare between the traditional method and OSCE method of exams.

Results: The current study discovered statistically significant differences were found with a high percentage of agreement responses among pediatric nursing students for related items of OSCE method compared to those in TCE. Additionally, the results clarify a highly statistically significant difference between the studied pediatric nursing students' in TCE and OSCE total performance scores.

Conclusion: Objective Structured Clinical Examination (OSCE) was opinioned as a tool for clinical evaluation. This finding appeared in pediatric nursing students' responses, which confirmed their acceptance of OSCE. The OSCE subsequently remains a more objective method of assessment than the traditional clinical forms of the exam that was previously used. OSCE can be used most effectively in undergraduate nursing curricula to assess fair practice. This type of exam provided an accurate measure of clinical skill competencies. Therefore, OSCE should be adopted as a strategy for examining clinical skills for students in all academic years. The current study recommended that Objective Structured Clinical Examination can be used as effective and meaningful assistance to fitness for practice, and OSCE should be adopted as a strategy for examining clinical skills for students in all academic years.

https://doi.org/10.47104/ebnrojs3.v2i1.117

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