Implementation of Objective Structured Clinical Examination (OSCE): Perceiving Nursing Students and Teachers Attitude & Satisfaction

Abstract

Abstract Background: The clinical learning for undergraduate nursing students in Northern Border University is well integrated but the method of clinical evaluation is still utilizing the traditional methods. Aim of the study: our study aimed to evaluate the effectiveness of Objective Structured Clinical Examination (OSCE) on nursing students and teachers' attitudes & satisfaction. Methods: Quasi experimental design (one group pre posttest) was used to achieve the aim of the study. The study was conducted on a convenience sample composed of two groups; group one includes a sample of 91 undergraduate nursing students and the second group includes 25 nursing faculty staff members who are clinical instructors and assistant professors at Faculty of Nursing, Northern Border University (Kingdom of Saudi Arabia). Results: A statistical significant difference was found in relation to students' perception of structure and conduction of OSCE examination in the first and second trail. More than one third the students (35.2%) were replying that the OSCE format reduces the risk of failing in the first trail the percentage was improved to more than two thirds (69.2%) in the second trail. more than half of faculty teachers were replying with strongly agree regarding involvement of OSCE in nursing curriculum, OSCE assesses all the students objectively and it is fair to all students and it offers new experience for students and faculty staff. Conclusion: The study concluded that, the student satisfaction and attitude was positive regarding OSCE exam especially in the second trial. In addition, the faculty teachers express positive attitude regarding preparation and handling of OSCE exam.