OBJECTIVE STRUCTURED CLINICAL EXAMINATION (OSCE) Prof. Mary Sham Bhat, Prof. Susan Anand, & Faculty Members: “One of the important, continu- ing and integral parts of teaching is evaluation.” (Heidgerken 2000) complete evaluation programme involving, total faculty planning and participation is required. The fac- tulty also would agree on the de- scription of general student behaviour that could be used 0 describe different levels of student's performance. The Objec- tive Structured Clinical Examina- tions (O.S.C.E,) method of evalu tion fp more exmprebective, a8 ‘tematic and objective and provides ‘8 uniform basis for evaluation of students OSCE was used to assess clinical competence of B. Se. Nurs ing students in a selected college It involved the individual student rotating through a number of prac- tical and theoretical “stations” ‘where he/she was assessed using a set criteria, The OSCE sessions not only helped students deterruine their cians to realize what were the eu rent students’ abilities. Additional teaching sessions can be organized if required to address skills that ‘cause problems tothe students dur- ing the OSCE. The use of uch ses- sions isa key element in the train- ing of better healthare profession- als, Method of O.S.C.E. |. The duration ofeach station was preplanned in the blue print as per set criteria 2, An ovetal co-ordinator was assigned, 2. A rshoareal wat planned on previous day for learning ex- perience 4, All the students started to- gether at 9 a.m. 5. AL 9.05 when bell rang the students moved to the next station, 6. Direction arrows and number ‘of the station pasted inthe = spective place. 7. The students had completed all the stations within 90 min- utes, cal instructors, they observed the performance and marked ‘on observation checklist re- garding the physical examina- tion and procedure checklist, hich was developed and vali- dated by faculty members and experts in the fel. 1. Fundanientals of Nursing (OSCE, =) ‘The fundamental of Nursing had seven stations, which were exam= iner stations. EXAMINER STATIONS OF OSCR Presence ofresorree per. son in each of these stations) TABLE 1 MARKER STATIONS OF OS.C.E—1 (No resouree person needed for these stations) The station with no examiner, where the examinees (I year B. Se. Nursing students) were asked to answer short questions oto inter pret data or record the findings. ‘These stations are called marker stations. ‘own weaknesses (Sloan, 1995), ut 8. OSCE on patient inthe clini- TABLE also enabled exaininers! academi- eal setting was done by clini= TABLE 1 Station Task | Time Max] Experte Duration | Marks | Resource Allotted | “Person. ‘Station No.1 | Firstaid-bandage | Sminutes | S marks |W Lecturer ‘Station No.3 | Identify article andit | Sminutes | 6.marks | 1 Lecturer purpose. principles Siallon No. 7 | Viva on common Sminutes | Starks | 1 Professor condition ‘Station No.8 [Tray set up — isminutes | Smerks | 1 Lecturer Station No.9 | Physical evamination | 1 minutes_| marks | 1 Lecturer ‘Station No. 10 | Procedure: 28 minutes | 10 marks | 1 Lecturer demonstration a The authors are working at Yenepoya Nursing College, Mangalore 4 THE NURSING JOURNAL OF INDIAMedical Surgical Nursing ‘The Medical Surgical Nursing O.S.CE. had 5 examination tions with a Sminute rotation gap between each station TABLE 1 Practical 0.8.C.B. Station in Medical Surgical Wards of Yenepoya Medical College Hos- pital, TABLE IV ‘Community Health Nursing TABLE V ANALYSIS & INTERPRETA- TION OF OSCE. conducted i Yenepoya Nursing College: FUNDAMENTALS ING OSCE), 0.8.0.6. 1-On analysis it was Found that the 1 year B.Se. Nurs- OF NURS. ing students scored for all the sta- tions, the mean percentage score was 58%, ‘The maximum mean percentage score was 80% in station No, 8 Tray Setting and the minimum. ‘mean percentage score was 48% in Station No. 6 Viva on Scientific Principles and Station No, 4 Nurs ing diagnosis. On the whole, students had ‘the mean percentage competence ‘of 75% in 8 stations out of 10. ‘MEDICAL SURGICAL NURS- ING OS.CE 1): OSCE. Il - On analysis it was found that the Tl year B.Se, Nurs- ing students mean percentage sores forall the stations was 80%, ‘The maximum mean percentage seune was in statin Nu. 3 Tray Set up for selected procedures 77% and’ the minimum mean percent- age score was in Station No.4 Viva on disease condition 52%. COMMUNITY HEALTH NURSING (0.8.C.E 11 O.S.C.B. analysis showed that mean percentage scores ofthe B.Sc Nursing studeats forall the stations was 59%, ‘The maximum mean percent- score was in station No.4 Home it ie. 75% and the minimum score was 47% for Health Eduea- tion, Implications 1. Students were appraised about their performance in O.S.C.E, and learning experience had been planned in the concerned 2. Iealso nightighted thé need for clinical supervision to plan TABLE M1 Task Time Max Type of Duration | Marks | Assessment Allotted ‘Station No.2 | Fluid/drug calculation | 5 minutes 2marks | Paper & nursing diagnosis pencil test Station No. 4 | identifying the Sminutes | Smarks | Paper & nursing needs and pencil test Station No.& | Health education in _ | 5 minutes Smarks | Paper & selected procedures, common condition pencil test TAB station Task | a Exports mars | resource co é Porson ‘Station Noi | Identify the O-T- ST ininates 10 marke | 7 Lecturer | instrument Sor, PRR, ‘Station’ No.2} Gatculation of minutes — PS marks —| 1 Leatureid Mesiostion fuid 4 minutes Esicviated on burns Sivs omarugs """"* | @ minutes _| 10 marks Station No'3| Viva on invesigation |S minutes | TO marks | T= PRSTSSSSr and normal values. Station Noa} Viva on disease eminutes | To marks | T= Professor Sondition ‘Station No's| Tray set up for To minutes | 70 marke | 1= Asst Lecturer YANUARY 2006 VOL. XVII NG. 16TABLE IV ‘station No. 7: Time ‘wax. No. of Type of Duration | Marks | Examiners | Assessment sl a jotted | Station 1 | Assessment of TSiminutes | TOmarke | No examiner | Paper pone ‘csigned patient and patient writing care plan. Physical exam 10 minut Smarke | 2 examiner | Paper pencil ee _ perward | patient Viva Station? | Viva on assigned ‘Sminutes | Smarke | T examiner | Viva fe | patient eos |e tate a = Station 3 | Procedure 25 minites | TO marks | T examiner | Patient lemanatration demonstration TABLE V i ‘Station Task Time | Max. | No. of Type of Duration | Marks | Examiners | Assessment Allotted ‘Station |__| Viva Sminutes | 10maks | 4 | Vva ‘Station 2 | Bag technique: 15 minutes | 18 marks ‘Student bag ‘Station3 | Family assessment | 10 minutes |_5 marks Famil ‘Station 4 | Home vist technique_| 10 minutes | 3 marks 4 | Family Station |Health Education [TO minutes [marks 4 | stuaent& rai ‘Station @ | Care pian TOminutes | Tomaks | 4 | Paper, pencil & fami teaching strategies based’ on 8, It was student-centered ap-_ plan clinical teaching. supervision priority based care and scien proach tific rationale for the proce dure oF underlying principles forthe lab investigation oF di- 1. More experts wen ‘whole faculty comprising of agnostic test 3. The students were evaluated ‘on objectives in clinical com- ppotence based on a set erite- Demerits of O.S.C.E: and Focus on areas of deficiency as ‘more emphasis was given on sc entific and di renceded the ing procedu the Principal, Vice-principal Lecturers, clinical instructors were involved in OSCE I, IT & IIL unlike the traditional 4, It gave the faculty the oppor- practical exami tunity to differentiate the high had one internal withthe low performance ob- ternal examiner. Jjectivey. 2, More equipment 5, Skills in applying principles were assessed and students also Jeamt at the same time, CONCLUSION: 6. Allstudents could be assessed within 90 minutes, which was student evaluation thr fess than the time taken for ber of practical and the traditional practical examina- tions based on a set areas: (1) Fundamentals of Nurs- tion (3 hes). 1. Students were provided opnor- tunity 10 apply principles, in- and (3) Community 1 torpret data and effective ‘management was. provi soveral skills were assessed at were appraised of t the same time, ‘mance and it helped t tion which and one ex- was needed at different stations. ough @ num eoretical sta- criteria in 3 Health Nurs- me ing. It took only 90 minutes to complete each area. The students, their perfor- the facilty 10 iagnostic test and nurs- REFERENCE: Bradley P, and Humphris G. 1999. ‘Assessing the ability of medi- cal students to apply evidence in practice; the potential of the ‘Osce, Medical Education 33, 815-817, Harden R.M. Twelve tips for orga nizing an OSCE. 1990 Medi- cal Teacher 12 (3/4), 259-26. Khattab, A.D., Rawlings, B.2001, O.S.CE was used as a method of Assessing nurse practioner students.using a modified ob- jective structured clinical ex- ion (OSCE). Nurse Education Today. 21, 514-550, ment of ing, (2) Medical Surgical Nursing Nicol, M.,Freeth, D. 1998. Assess- clinical skills: « new approach to an old problem. Nurse Education Today. 18,601-609. THE NURSING JOURNAL OF INDIA 16