Journal of Qualitative Research in Health Sciences

Document Type : Original Article

Authors

1 Student Research Committee, Zeynab (P.B.U.H) School of Nursing and Midwifery, Guilan University of Medical Sciences, Rasht, Iran

2 Department of Nursing, Zeynab (P.B.U.H) School of Nursing and Midwifery, Guilan University of Medical Sciences, Rasht, Iran

10.22062/jqr.2023.197826.1199

Abstract

Background:Clinical examination in medical sciences is one of the important educational pillars final year nursing students.The aim of this study is to explorethe experience of nurse educators and students in relation to the clinical competency test by OSCE method.
Methods: This is a qualitative study (conventional content analysis). Participants were 7 nurse educators and 21 nursing studentswho passed the OSCE exam in 2019 in a Zeynab School of Nursing and Midwifery in northern Iran. The sampling method was purposeful and the data collected by semi-structured interviews. The steps proposed by Granheim and Landmann were used to data analysis process. The validity of the findings was based on Guba and Lincoln criteria.
Findings:Based on the statements of the participants in the interviews, 3 main categories and 10 subcategories were extracted interviews conducted: 1-igh efficiency of the test(the need to re-read the courses, the student's benchmark, randomly arranged questions), 2-challenges associatedwith the test(incomplete ability to assess the test, heavy shadow of mental historyofnurse educator, small portfolio of experience),3-test improvement solutions(expansion of the variety of examination, the short distance from science to practice, the effectiveness of the exam score for graduation, the application of stress reduction methods).
Conclusion: It seems that the OSCE, despite some challenges associated withtestfrom the students' point of view, is a suitable test for evaluating students before their graduation. Utilizing the point of view of nurse educatorss and students can eliminate or reduce the shortcomings and strengthen the positive points for planning and holding OSCE exams in the future.

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