2. Introduction
• Objective Structured Clinical Examination
is a vital assessment tool in healthcare
education(Al-Enezi & Chowdhury, 2014).
• Provides comprehensive and standardized
evaluation of clinical competency
• Measures clinical skills and knowledge in a
controlled and objective manner(Carraccio et al.,
2016).
3. Introduction
What is an OSCE?
• Objective Structured Clinical
Examination
• Multifaceted evaluation method
• Measures clinical competence through
structured scenarios
• Simulates real-life clinical situations in a
controlled environment(Harden et al., 1975).
4. Introduction
How does an OSCE work?
• Students rotate through clinical stations
• Each station represents a unique scenario
• Students perform specific tasks or answer
questions within a limited timeframe
• Assesses various clinical skills such as
history-taking, physical examination,
communication, and decision-making (Liu et al.,
2016).
5. Introduction
Common OSCE stations:
• Patient assessments
• Clinical procedures
• Communication with patients or
colleagues
• Critical thinking exercises
6. Introduction
Structure of an OSCE:
• Multiple stations (8 to 20)
• Each station allocated a fixed amount of
time (5 to 15 minutes)(Al-Enezi & Chowdhury, 2014)
• Performance evaluated against predefined
assessment criteria
• Marking conducted by trained assessors or
standardized patients using rubrics(Hodges et al.,
2007).
7. Introduction
OSCEs in nursing education:
• Assess and ensure clinical competence
of nursing students(Al-Enezi & Chowdhury, 2014)
• Challenging and demanding preparation
process
• Requires reviewing theoretical
knowledge, practicing clinical skills,
and honing communication abilities
8. Introduction
Need and Significance of the Study
• Understanding nursing students'
perceptions of OSCE modality use is
important for their learning experience and
performance.
• This study fills the knowledge gap and
provides insights to enhance the
implementation of OSCE in nursing
education.
9. Introduction
• Purpose of the Study
• To explore nursing students'
perceptions of OSCE modality use at Al-
Batraji Medical College.
• Investigating perspectives, attitudes,
and experiences to identify strengths,
weaknesses, and areas for
improvement.
10. Introduction
Statement of the Problem
• Lack of comprehensive understanding
of nursing students' perceptions of
OSCE modality use at Al-Batraji Medical
College.
• Seeking to identify factors influencing
perceptions, preferences for modalities,
and challenges faced during the OSCE
process.
11. Introduction
Study Objectives
1. Assess nursing students' overall
perceptions of OSCE modality use.
2. Explore factors influencing preferences
and attitudes towards different OSCE
modalities.
3. Examine the impact of OSCE modalities
on nursing students' learning and
performance.
12. Introduction
Study Objectives
4. Identify suggestions for improving the
implementation of OSCE modalities in
nursing education at Al-Batraji Medical
College.
13. Introduction
Hypothesis
There is a significant relationship between
nursing students' perceptions of OSCE
modality use and their learning outcomes
and performance in the nursing faculty at
Al-Batraji Medical College.
14. Literature Review
OSCE utilization in nursing education is
globally researched.
• Previous studies have assessed nursing
students' perspectives on OSCE and its
impact on their educational experiences
and performance.
15. Literature Review
Study by Liaw et al. (2018) in Malaysia
• Majority of students viewed OSCE as an
effective assessment tool.
• OSCE facilitated the development of
clinical skills, critical thinking abilities,
and confidence in patient care delivery.
16. Literature Review
Study by Alinier et al. (2014) in the
United Kingdom
• Nursing students considered OSCE fair
and dependable.
• OSCE accurately reflected their clinical
competency.
17. Literature Review
Study by Watson et al. (2016) in
Australia
• Students preferred OSCE stations
replicating real-life clinical scenarios.
• Emphasized the importance of clear
instructions, appropriate time
allocation, and constructive feedback.
18. Literature Review
Study by Kim et al. (2019) in South
Korea
• Various OSCE modalities had differing
impacts on clinical reasoning skills.
• OSCE stations involving intricate
patient cases significantly improved
clinical reasoning skills.
19. Literature Review
Study by Zayyan (2011) in Nigeria
• Recommended pre-OSCE workshops to
familiarize students with the exam
format.
• Suggested integrating self-assessment
and reflective exercises into OSCE
preparation.
20. Literature Review
Research Gap at Al-Batraji Medical
College in Jeddah, Saudi Arabia
- Limited research on nursing students'
perceptions of OSCE at Al-Batraji Medical
College.
- Study by Al-Johani et al. (2017) in
medical education showed students value
OSCE for clinical skills development.
21. Literature Review
Research Gap Continued
- No investigations on factors influencing
nursing students' preferences and
attitudes toward different OSCE
modalities.
- Lack of research on the effects of OSCE
modalities on learning and performance in
this context.
22. Literature Review
Global studies indicate the positive impact of
OSCE on nursing students' learning and
skills development.
- However, specific research on nursing
students' perceptions of OSCE at Al-Batraji
Medical College is lacking.
- This study aims to address the research gap
and contribute valuable insights to enhance
OSCE implementation in this context.
23. Introduction
Study Design: Cross-sectional study
Study Period :The study will be
conducted from [Start Date] to [End
Date].
Study Population :Undergraduate
nursing students at Al-batraji Medical
College, Faculty of Nursing.
24. Introduction
Inclusion Criteria
• Undergraduate nursing students
currently enrolled at Al-batraji Medical
College, Faculty of Nursing.
• Defining the specific criteria for eligible
participants.
25. Introduction
Exclusion Criteria
• Excluding nursing students not enrolled
at Al-batraji Medical College or in
another faculty/program.
• Focusing on the targeted population
relevant to the study.
26. Introduction
Sample Size
- Determined statistically to ensure
adequate representation.
- Ensuring the sample size aligns with the
study objectives.
27. Introduction
Sampling Techniques
Stratified random sampling method.
Dividing the population into strata based
on academic year/level.
Randomly selecting participants from each
stratum for representativeness
28. Introduction
Study variables:
The primary variables of interest will
include nursing students' perceptions of
the modality use of the OSCE, factors
influencing their perceptions, preferences
regarding the assessment method, and the
impact of these perceptions on academic
performance and learning outcomes.
29. Introduction
Data Collection Method
• Data will be collected using a Self-
administered anonymous questionnaire.
• The questionnaire will be divided into seven
sections, including an introduction,
demographic data, overall perceptions,
factors influencing preferences, impact on
learning and performance, suggestions for
improvement, and closing remarks
30. Introduction
The questionnaire includes multiple-
choice questions, rating scales, and open-
ended questions. Respondents are
encouraged to be honest and assured
anonymity. Clear instructions are
provided, and a contact point is included
for any questions or concerns.
