NURSING STUDENTS’ OPINION ABOUT THE OBJECTIVE STRUCTURED CLINICAL EXAMINATION

Abstract

Educational research under qualitative paradigm through a case study aiming to raise awareness of the meaning that OSCE assessment system has for second year Nursing students at the end of the clinical practice of Basic Nursing in child, adolescent and adult modules, given in the fourth level, 2007. At the end of the OSCE and from their own personal stories the students answered a semi-structured survey where they had to mention advantages, disadvantages and suggestions. Data analysis followed the scheme proposed by Miles and Huberman (1994), through the progressive reduction of the data (separate units, clustering, identification and classification of items), provision, processing and obtaining verifiable findings, validating them through researcher triangulation. As for the advantages, 88 units of meanings were identified, ending up in three qualitative domains “evaluation process”, “recognition of generic skills acquired in the OSCE assessment process” and “administration and process management of the OSCE.” 139 units of meanings were identified as disadvantages, creating two qualitative domains: “recognition of generic skills acquired in the OSCE assessment process” and “process management and administration of the OSCE”. The results of this study show that the OSCE as well as any system of student assessment results in anxiety and stress. However, they recognize that measures skills, attitudes and encourages feedback from the examiner. For future, according to the student opinions OSCE should consider the time of application and minimize the time out for examination.