This help to all medical and paramedical courses

2. 
 Objective structured clinical examinations (OSCEs) have
been used for many years within health care system as a
measure of students’ and clinicians’ clinical performance.
OSCEs are a form of simulation and are often summative
but may be formative.
 This educational approach requires robust design based
on sound pedagogy to assure practice and assessment of
holistic nursing care.
Introduction

3. 
 The OSCE is used increasingly in nurse education, to
assess clinical skill proficiency at graduation and
postgraduate level. Good preparation for an OSCE is
vital for both those running the assessments and for
students.
 Used effectively, OSCEs can help students gain
confidence to use their skills in their clinical work.
 OSCE often used to assess clinical skill performance and
competence in skills such as communication, clinical
examination, medical and nursing procedures, exercise
prescription, joint mobilization/manipulation techniques
and interpretation of results

4. 
 OSCE is a performance based testing used to
measure candidate's clinical competence.
 Objective: Examiners use check list for evaluating
trainers Structured: Trainees are seeing the same
problem and perform the same tasks in the same
time frame. Clinical: The tasks are represented of
those faced in real clinical situation.
Definition

5. 
 Set of clear objectives
 Set of station
 Arrange all resources including manpower.
 Conduct test after clear instructions to teachers and
students
 Identify the practical aspects.
 Assign the scores weightage for each sub task
 Make notes and review whole process
 Analysis the result and use same for students
Steps of OSCE

6. 
 The Examination coordinating Committee
 The Examination Coordinator
 Lists of Skills, Behaviors and Attitudes to be assessed
 Criteria for scoring the assessment
 The examinees
 The examiners
 Examination site
 Examination Stations:
The component of OSCE

7. 
 Time allocation between stations
 Anatomic models for repetitive cxan1inations.
 Examination Questions
 Environment of exam station
 Patient (Real/ Simulated)
 Time keeper/ Time Clock & Time Signal
 Contingency plan
 Assessment of the performance of the OSCE
 Viva - Voce/ Oral examination

8. 
 Focuses on aspects of practice related directly to the
delivery of safe patient-centered care
 Includes practices which are most likely to be
commonly and/or significantly encountered
 Be judged via holistic marking guide to enhance
both the rigour of assessment and reliability
Allows for judgement of students’ performance as a
whole rather discrete independent actions
Guidelines of OSCE

9. 
 Requires students to perform tasks in an integrated
rather than piecemeal fashion by combining
assessments of discrete skills in an authentic manner
 Will be structured and delivered in a manner which
aligns directly with mastery of desired knowledge
and skill’
 Appropriate timed in the sequence of students’
learning to maximize assimilation and synthesis of
disparate course content and to minimize the
potential for students to adopt a piecemeal,
superficial learning approach.

10. 
 Adequate opportunities for continued practice with
feedback were included during or soon after each
clinical tutorial class and during the debrief.

11. 
S.No STEP / TASK Score
1 / 0
Remarks
1. Calls out the time of birth and ensures that it is recorded
1. Delivers the baby onto a warm, clean towel and keeps on the mothers
abdomen
1. Immediately dries the baby with same warm clean towel
1. Removes the wet towel and places NB skin to skin & covers the baby in
another warm dry towel.
1. Assesses the baby’s breathing
1. Wipes both the eyes separately with sterile gauze from medial to lateral
side
1. Clamps and cuts the umbilical cord after 1-3 minutes. Checks for any
oozing of blood.
1. Places an identity label on the baby. Checks for any major congenital
malformation
1. Leaves the baby in between the mothers breast to initiate skin to skin care
1. Covers the baby’s head with a cap and covers the mother and baby with
a warm cloth/sheet.
1. Encourages initiation of breast feeding
OSCE checklist on Skill Station: Essential
Newborn Care

12. 
 1. CONTRIBUTOR N. The objective structured clinical examination. Nursing
times [Internet]. 2014; Available from: https://www.nursingtimes.net/roles/nurse-
educators/the-objective-structured-clinical-examination-22-08-2014/
 2. Kelly MA, Mitchell ML, Henderson A, Jeffrey CA, Groves M, Nulty DD, et al.
OSCE best practice guidelines—applicability for nursing simulations. Adv Simul
[Internet]. 2016;1(1):10. Available from:
https://advancesinsimulation.biomedcentral.com/counter/pdf/10.1186/s41077-
016-0014-1.pdf
 3. Rushforth HE. Objective structured clinical examination (OSCE): review of
literature and implications for nursing education. Nurse Educ Today [Internet]. 2007
Jul;27(5):481–90. Available from: https://pubmed.ncbi.nlm.nih.gov/17070622/
 4. Jeffrey CA, Mitchell ML, Henderson A, Lenthall S, Knight S, Glover P, et al.
The value of best-practice guidelines for OSCEs in a postgraduate program in an
Australian remote area setting. Rural Remote Health [Internet]. 2014;14(3):2469.
Available from: https://pubmed.ncbi.nlm.nih.gov/25064043/
 5. Nestel D, Kneebone R, Nolan C, Akhtar K, Darzi A. Formative assessment of
procedural skills: students’ responses to the Objective Structured Clinical
Examination and the Integrated Performance Procedural Instrument. Assess Eval
High Educ [Internet]. 2011 Mar 1;36(2):171–83. Available from:
https://www.tandfonline.com/action/showCitFormats?doi=10.1080%2F0260293090
3221469

References