1HOD, Mental Health Nursing, Shri USB College of Nursing, Abu Road, Rajasthan
2HOD, Child Health Nursing, Shri USB College of Nursing, Abu Road, Rajasthan
3Principal, Shri USB College of Nursing, Abu Road, Rajasthan
4Vice Principal, Shri USB College of Nursing, Abu Road, Rajasthan
5HOD, Community Health Nursing, Shri USB College of Nursing, Abu Road, Rajasthan
Objective Structured Practical Examination (OSPE) assessments have been a core element of assessment in clinical courses for many years. They enable assessment of theoretical, practical and problem-solving skills at multiple stations. Six stations, each assessing a mixture of different practical, theoretical, communications and problem-solving skills were developed.1 It can be used to assess practical competencies in an appropriate, methodological, direct observation manner of the student's performance during planned clinical test stations.
The purpose of the study was to determine the nursing student's perception of OSPE
A descriptive survey approach was adopted to determine the Nursing student's perception of OSPE. A sample of 60 1st and 2nd B. Sc Nursing students of Shri USB college of Nursing were selected by using non probability purposive sampling technique. The data collection was done in two phases after the approval from the institutional ethical committee and informed consent taken from the individual student. In phase I the students participating in the study were introduced to OSPE system by a short lecture and an orientation programme was organized for faculty members participating in the study as observers. A total of 60 students were divided in to 6 groups of 10 in each group, examined for 2 days. For the OSPE, students were oriented by an OSPE map and a written instruction list before the start of the exams. The OSPE consisted of five stations on intravenous cannulation (3 observed station, 1 unobserved station and a rest station) of 3–6 minutes each. The station 1 (unobserved)-sites of intravenous cannulation (3 mts), station 2 (observed)-identification of the size of cannula (3 mts), station 4-rest station, station 5-intravenous procedure demonstration.(6 mts). Marks were allotted for each station except for rest station. In phase 2 at the end of OSPE session data collected by using a self administered structured check list consisting of 5 broad based themes as (1) information received on OSPE (2) Atmosphere of OSPE (3) Stations of OSPE (4) Conduction of OSPE (5) over all view on OSPE with 27 items. Frequencies and percentages were used to analyze and interpret the data.
The findings reveals a positive perception towards information received on OSPE (93%), atmosphere of OSPE (88%), stations of OSPE(90%), conduct of examinations on OSPE (87%) and overall view on OSPE(88%).
The limited use OSPE in nursing in India the current study showed that positive perception towards OSPE as fair, unbiased valid, reliable, assessment method.
OSPE, objective structured practical examination, student perception, intravenous cannulation
