Palveesha Talpur, Bisharat Ali, Muhammed Zakarya
Objective: The aim of this study is to investigate and define the perceptions of sixth-level nursing students regarding the use of the OSCE assessment approach. In particular, he examined students' perceptions in terms of OSCE preparation, quality and organization, format, validity and reliability. Place and Duration: This Observational study design was held among the Nursing Students and Gynecology and Obstetrics Department of Isra university Hospital Hyderabad, Pakistan for one-year duration from March 2019 to March 2020. Methods: In this study, observational study design of 50 nursing students was used. OSCE consisted of 10 stations; Students' perceptions about OSCE were evaluated using a structured questionnaire. The data were related to the scoring scale, the Likert scale questionnaires, and the OSCE organization as measured by Pierre, et al., Survey 2004. For the purpose of this study, only 18 items of the questionnaire were used to measure preparation and quality. and OSCE organization, format, validity and reliability. Results: Most of the students gave positive feedback on the organization and quality characteristics of the OSCE and gave positive feedback on the format, validity and reliability of the OSCE. The results revealed a direct and positive relationship between the use of OSCE sessions in OSCE training and testing. Conclusion: OSCE is a meaningful, fair, useful and acceptable method for evaluating the clinical performance of nursing students due to some positive characteristics such as impartiality and fairness. Relevance to clinical practice: There is a wide-ranging understanding of clinical learning as it is central to nursing education. Challenging clinical stations are critical to become a skilled and qualified nursing caregiver. Learning in the clinical field of nursing gives nursing students the current reality to build knowledge, abilities, tendencies and abilities. Keywords: Objective structured clinical examination (OSCE), Nursing, Maternity, Clinical skills.