Saudi Nursing Students’ Outcomes and Perspectives about an Objective Structured Clinical Examination in Obstetrics and Gynecological Nursing Course

Sep 20, 2026

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The study explores and describes sixth-level nursing students’ perceptions of an Objective Structured Clinical Examination (OSCE) assessment approach in obstetrics and gynecological nursing. Using an observational design with 50 female nursing students, OSCE comprised 10 stations and perceptions were measured via a structured questionnaire covering preparation, quality, organization, format, validity, and reliability. Findings showed predominantly positive evaluations and a significant positive correlation between OSCE sessions in training and OSCE examination outcomes. The study concludes OSCE is meaningful, fair, useful, and acceptable for assessing clinical performance, supporting clinical learning and skill development.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages7

Reading Time18 min

AccessFree to download

Abstract

Introduction

[Available online at](Available online at www.ijmrhs.com)[ www.ijmrhs.com](Available online at www.ijmrhs.com) | | ISSN No: 2319-5886 | International Journal of Medical Research & Health Sciences, 2019, 8(3): 19-25 | | --- | --- | --- | | Saudi Nursing Students’ Outcomes and Perspectives about an Objective Structured Clinical Examination in Obstetrics and Gynecological Nursing Course
Entesar Makhlouf 1,2*
1 Department of Nursing, College ofApplied Medical Sciences, Shaqra University, Shaqraa, Saudi Arabia
2 Department of Obstetrics and Gynecological Nursing, Assiut University, Asyut, Egypt
* [Corresponding e-mail:](Corresponding e-mail: E.makhlouf@su.edu.sa)[ E.makhlouf@su.edu.sa](Corresponding e-mail: E.makhlouf@su.edu.sa) | | | | ABSTRACT
Objective: This study aimed to explore and describe the sixth level nursing students’perception regarding the use of OSCE assessment approach. Specifically, it investigated the students’perception in terms ofpreparation, quality, and organization, format, validity, and reliability of OSCE. Methods: Observational study design of 50 female nursing students was utilized in this study. The OSCE consisted of 10 stations; the students’perceptions about OSCE were evaluated using a structured questionnaire. Data were related to the organization of the OSCE measured by scoring scale Likert-scale questionnaires and Pierre, et al., questionnaire 2004. For the purpose of this study, only 18 items of the questionnaire were used to measure the preparation, quality and organization, format, validity, and reliability of OSCE. Results: The majority of students provided positive feedback about the OSCE quality attributes and organization, and provided positive feedback about the OSCE format, validity, and reliability. Results revealed that there is a positive and direct significant correlation between using OSCE sessions in training and OSCE examination. Conclusion: OSCE is a meaningful, fair, useful and an acceptable method for evaluating the nursing students’clinical performance because of various positive specifications such as objectivity and fairness. Relevance to clinical practice: There is afar reaching understanding for clinical learning as it has a focal significance in nursing training. Compelling clinical stations are fundamental to turning into a skillful expert nursing caretaker. Learning in the nursing clinical area gives present reality to nursing students to build up the information, abilities, dispositions, and skills.
Keywords: Objective structured clinical examination (OSCE), Nursing, Maternity, Clinical skills | | | INTRODUCTION Over the most recent two decades, fast and broad changes occurred in the student evaluation strategies. A large number of the appraisal strategies have been produced and predominantly focused on clinical procedural capacity, conveying skills and professionalism, abilities and the demonstrable skill [1]. Clinical practice is one of the significant parts in the nursing instruction, and it can be difficult for students. They may confront numerous difficulties or dangersin unique and complex clinical situations, for example, how to utilize cutting edge therapeutic hardware, how to keep up great associations with clinical staff and educators, how to resolve sudden changes in a patient’s condition, and how to manage the requests of patients’ relatives [2] . Objective Structured Clinical Examination (OSCE), assessment of clinical capability that centers around results through detectable nursing practices. The OSCE was introduced as a method for control of a large number of the biases. Conventional clinical examinations are given by a solitary employee who watches a student taking a patient history and make out a physical examination [3]. The teacher must be ready to talk about the case and answer presented by the nursing student. The student’s assessment is liable to the whims of both the teacher and the patient [4] . An OSCE typically conta

FAQs

What was the study’s objective regarding OSCE?

To explore and describe sixth-level nursing students’ perceptions of the OSCE assessment approach across preparation, quality, organization, format, validity, and reliability.

How was OSCE implemented in the study?

OSCE consisted of 10 stations, and students’ perceptions were measured using a structured questionnaire.

What did the results indicate about students’ perceptions?

Most students gave positive feedback about OSCE quality attributes, organization, format, validity, and reliability, with a positive and significant correlation between training OSCE sessions and exam performance.

Sep 20, 2026

Uploaded by Eden