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Objective Structured Practical Examination (OSPE) Vs

Objective Structured Practical Examination (OSPE) was designed to improve the objectivity and reliability of assessing clinical competencies compared to Traditional Practical Examinations (TPE). OSPE involves students rotating through multiple stations within a set time period to complete predefined tasks while being evaluated using checklists. It aims to uniformly evaluate all components of clinical skills for each student. Some advantages of OSPE include reducing variability between patients and examiners and allowing comprehensive assessment of a wider range of skills. Research has found nursing students generally have a negative view of TPE and support including OSPE in evaluations.

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sapna chauhan
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417 views

Objective Structured Practical Examination (OSPE) Vs

Objective Structured Practical Examination (OSPE) was designed to improve the objectivity and reliability of assessing clinical competencies compared to Traditional Practical Examinations (TPE). OSPE involves students rotating through multiple stations within a set time period to complete predefined tasks while being evaluated using checklists. It aims to uniformly evaluate all components of clinical skills for each student. Some advantages of OSPE include reducing variability between patients and examiners and allowing comprehensive assessment of a wider range of skills. Research has found nursing students generally have a negative view of TPE and support including OSPE in evaluations.

Uploaded by

sapna chauhan
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© © All Rights Reserved
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Objective Structured Practical

Examination ( OSPE ) Vs Traditional


Practical Examination (TPE)

Presented By:
Dr . Anupama. K
Associate Professor , ACON,HP.
Content covered
• Introduction
• Background of OSPE
• Definition of OSPE
• Purposes of OSPE
• Types of Stations
• Advantages and Disadvantages of OSPE
• Organization of OSPE
Content covered
• Traditional Practical Examination ( TPE )
• Advantages and Limitations of TPE
• Oral Examination
• Comparison of TPE and OSPE
• Egamples of OSCE stations
• Research findings
• Conclusion
Introduction
• The teaching learning process and Evaluation in Nursing
Education is designed on the basis of 3 domains-cognitive,
affective and psychomotor in varying degrees.

• Traditional systems of clinical examinations of Nursing


students does not meet this objective and subject to
many criticisms.
Cont..
• Providing fair and reasonable clinical evaluation
is one of the most important and most
challenging faculty roles.

• Objective structured clinical/ practical


examination (OSCE/OSPE) was designed to test
the clinical competence while simultaneously
improving objectivity( should be free from
personal bias) and reliability. ( same object of
measurement number of time produces the
same result)
Definition

OSCE \ OSPE is a method of clinical/practical


examination where predetermined decisions are
made on the competencies to be tested with the use
of checklists incorporating important evaluable skills.
The candidates rotate through a number of stations at
which they are asked to carry out a specific task.
Background of OSPE
• Considering the drawbacks of TPE , OSPE Started in 1972
Dundee, Scotland by R. Harden and F.Glesson

• First literature about OSCE in 1975, BMJ- British medical


journal

• Used in undergraduate as well as postgraduate programs

• Formative ( teaching and learning)& summative (


outcome) Evaluation
• Used in many disciplines
Methodology of OSCE/OSPE
STATIONS:
• The students during the examination moves around a
number of stations spending a specific amount of
time in each stations.
• On a signal, he moves on to the next station.
• The time allowed is the same for all the stations and
the stations must be designed accordingly. 4-10
minutes are given in each stations.
Purposes of OSPE
• To test each component of clinical competence
uniformly and objectively for all students
• To assess the extent of achievement of each
student in every practical skill
• To improve the objectivity and reliability of
clinical evaluation.
• To evaluate set of predetermined clinical
competencies.
• To reduce patient and examiner variability
Types
• Manned: Presence of Examiners
• Unmanned: Absence of Examiners
TRADITIONAL PRACTICAL
EXAMINATION
( TPE )
• It is also known as Conventional practical
Examination.

• TPE is conducted in actual fields i.e., hospital, clinic,


wards, community etc.

• Conventionally, students are assigned to 1 to 2


selected patients.

• 3 to 5 hours are given to carry out the sequential steps


of the Nursing Process.
Cont..
• Viva voce, is conducted at a bedside while
observing skill performances.

• The remaining part of oral- examination is


done separately after the scheduled time of
clinical examination.

• Two examiners, internal and external, are


involved in evaluating each student.
Evaluation Strategies And Tools Used
In TPE
Observation
• Anecdotal Notes
• Checklists
• Rating Scales
Written
• Charting/Progress Maps
• Care Plans
• Process Recordings
• Paper and Pencil Tests
Egamples of OSPE stations- in
psychiatric Nursing
• Family History of patient with Mania

• Video of patient with Extra Pyramidal side


effects

• Assessing memory status of the patient

• Orienting the patient after ECT


OSCE in Maternity Nursing

• Instruments names and purposes

• Sutures and Diameters of Foetal Skulls

• Placenta Examination

• Explaining the Ante natal mother about

colostrums and its importance to the baby


OSCE in Child Health Nursing

• History collection -related to milestones

development of the child from parents

• Drug calculation

• Checking Height and weight of the child

• Explaining the mother about weaning food


OSCE in Community Health Nursing

• ORS Preparartion

• Assessment of Nutritional status of the child

• Dietary advices to Ante Natal mother

• Checking temperature of the child


OSPE in Medical Surgical Nursing
• Checking Blood Pressure

• Explanation of a drug for a simulated patient.

• IV Fluids calculation

• Explaining the post operative patient (


underwent Abdominal surgery) about early
ambulation
Research Findings
• Study was conducted in Apollo College of Nursing,
Chennai to assess the nursing students’ attitude and
satisfaction towards practical examination.

• Findings of the study revealed that, majority of the


students had negative attitude towards practical
examination( 64%), followed by uncertain attitude (
37%).

• They also expressed ( 67%) that OSPE could be


included in the practical examination.
•
Use of OSPE in India
• Commonly used in Medicine in Undergraduate and
postgraduate students.
• Introduced in Tamil Nadu Dr MGR Medical University
recently.
• Used in Manipal College Of Nursing
• In Tamil Nadu – used as a part of Formative and
summative Evaluation.
How to overcome difficulties
• Training course for teachers
• Preparation of the students from the beginning of the
course
• Proper communication with administrators
• Ensuring reliability and validity of the evaluation
• Adequate planning and organisaton
• Preparartion of OSPE Bank
• Can be conducted along with TPE
Bibliography- Cont..
• Billings d M, Halstead J A. ( 2006 ). Teaching in Nursing. A
guide for Faculty. Second edition. Elsevier Saunders.

• Dacre, 1., Fox, R., Rothman, A. (1999). Development of a


new OSCE \ OSPE marking schedule based on a
combination of item scores and global judgments, Medical
Education, 33, 230.

• Elnicki, D.M., Shockcor, W.T, Morris, D.K. and Halbritter,


K.A. (1993). Creating an objective structured clinical
examination for the intemal medicine clerkship: Pitfalls
and benefits, American Journal of the Medical Sciences,
306(2), 94-97.
Cont..
• Neeraja K p ( 2003). Text book of Nursing
Education. First Edition. JP. New Delhi.

• Nicklin P j, Kenworthy N. ( 2000 ). Teaching


and Assessing in Nursing practice. An
Experiential Approach. Bailliere Tindall.

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