Nursing students' experiences of professional competence evaluation by Objective Structured Clinical examination method: a qualitative content analysis study.

Background: Clinical education is a significant part of medical education, and paying attention to clinical evaluation is important. One of the challenges in the teaching-learning process is evaluating students' performance. Learners, as the main stakeholders of the educational system, may have different experiences of evaluation quality. Awareness of these experiences is effective in improving the quality of clinical evaluation. Therefore, this study was conducted to "explore the experiences of nursing students for evaluation of professional competence by using the objective structured clinical examination (OSCE)".
Method: This study was conducted with a qualitative descriptive research approach and conventional content analysis method in 2022-2024. The participants included 12 undergraduate nursing students at Maragheh University of Medical Sciences, who were selected by purposeful sampling, and their experiences were collected using semi-structured and in-depth interviews until reaching data saturation.
Results: The data analysis of the interviews led to the extraction of 268 primary codes, 7 subcategories, 2 categories, and 1 theme: "Credibility and stability". The category "Exam's accuracy in measuring competence " included 3 sub-categories: "Challenges in objective adaptation ", " Communication and organizational challenges for exam preparation " and " Inadequate simulation of stations and exam environment ", and the category " Exam power for repeatability" included 4 sub-categories: " Characteristics of the students ", " Lack of evaluators' skills and mastery ", " Inefficiency of the evaluation tool " and " Disturbance in executive affairs".
Conclusions: OSCE can be used in self-evaluation, creating motivation and strengthening different dimensions of students' learning, as well as discovering weaknesses and strengths for planning by managers and faculties. According to the results of this study, many factors such as management before and during the exam, characteristics of the evaluators, prevailing educational conditions in the faculty, and the method of clinical training are effective in achieving the "reliability and sustainability" required in the OSCE.
Competing Interests: Declarations Ethics approval and consent to participate This article is the result of thesis number 68795 of the master’s course in medical education, which was approved by the research center for medical education of Tabriz University of Medical Sciences after obtaining ethical approval (IR.TBZMED.REC.1400.999). Written informed consent was provided by all participants. The participants were informed that they could leave the study at any step of the study and were informed that they could leave the study at any step of the study and allowed to record audio and take notes during the interview. They were assured that the recorded information, the observance, and analysis of the text of the interviews would be confidential. It was also announced that after the data analysis, the recorded voices would be omitted. The participants were reminded that if necessary, they may be referred again to complete the interviews, and if they wish, they can be informed of the general results of the study. Consent for publication Not applicable. Competing interests The authors declare no competing interests.
(© 2024. The Author(s).)