RATING SCALE, CHEKLIST ,OSCE:OSPE.pdf NURSING EDUCATION RATING SCALES, CHECKLISTS OSCE AND OSPE

1. Mrs. JISHA SRIVASTAVA
FACULTY RAKCON

1
PRESENTATION ON RATING SCALE, CHECKLIST, OSCE/
OSPE

2. TEXT
▸At the end of Presentation students will be able to:
▸De
fi
ne Rating Scale, Checklist, objective structured
clinical/ practical examination.
▸Enumerate different types of Rating Scale.
▸Describe the uses of rating scale, checklist, OSCE/
OSPE.
▸Identify the purpose and characteristics on OSCE/
OSPE .
▸List down the steps of preparing of OSCE/ OSPE.

2
OBJECTIVES

3. TEXT
▸MEASUREMENT: Assigning numbers or other symbols to characteristics of
objects being measured, according to predetermined rules.
▸CONCEPT (OR CONSTRUCT): A generalized idea about a class of objects,
attributes, occurrences, or processes.
▸-Relatively concrete constructs :Age, gender, number of children, education,
income
▸-Relatively abstract constructs :loyalty, personality, power, satisfaction
▸SCALING :The generation of a continuum upon which measured objects is
located.
▸SCALE : A quantifying measure-a combination of items that is progressively
arranged according to value or magnitude. The purpose is to quantitatively
represent an item’s, people, or event's place in the scaling continuum.

3
SOME KEY CONCEPTS

6. TEXT
▸PRIMARY SCALES OF MEASUREMENT
▸NOMINAL: A scale in which the numbers or letters assigned to objects serve
as labels for identi
fi
cation or classi
fi
cation.
▸ORDINAL: A scale that arranges objects or alternatives, according: to their
Magnitude in an ordered relationship.
▸INTERVAL :A scale in which objects are arranged according to their
magnitudes and distinguishes the ordered arrangement in units of equal
intervals i..e., indicate order and measure order (or distance) in units of equal
intervals .
▸RATIO :A scale that has absolute rather than relative quantities and an
absolute zero where an given attribute is present. Money and weight are good
examples of attributes and that Possess absolute zeros interval Properties.

6
SOME KEY CONCEPTS

7. 1. RATING SCALE

8. TEXT
▸Rating: It is the term used for expressing opinion
or judgement regarding some performance of a
person ,object, mission or character
▸According to Barr, Rating is a term applied to an
expression of opinion or judgments regarding some
situation, object or character, opinions are usually
expressed on a scale of values.

8
DEFINITION

9. TEXT
▸1.PROCEDURE EVALUATION:
▸Focus on the same aspect of performance in all peoples.
▸2. PRODUCT EVALUATION :
▸when pupil performance result in some type of product,
it is frequently more desirable to judge the product
rather than the performance .
▸3. EVALUATING PERSONAL SOCIAL DEVELOPMENT:
▸Rating scale in the school is rating various aspects of
personal and social development.

9
USES OF RATING SCALE

10. TEXT
1.Numerical rating scale
2.Graphic rating scale
3.Behaviourally anchored rating scale
4.Cumulative Point Scale
5.Forced Choice Scale
6.Comparative rating scale
7.Paired Comparison Scaling
8.Rank Order Scaling
9.Constant Sum Scaling

10
TYPES OF RATING SCALES.

11. TEXT
▸Divides the evaluation criteria into
fi
xed number of
points .
▸Assigned a numerical score ranging from 1 to 10 or
even more.
▸Observer put a tick or circle on the number to
which students possess that attribute.
▸For example pain assessment numerical scale.

11
1. NUMERICAL RATING SCALE

13. TEXT
▸Performance is printed
horizontally at various
points lowest to highest.
▸Includes the numerical
points on the scale.
▸Anchored by two extreme
points presented to
respondents.

13
2. GRAPHIC RATING SCALE

15. TEXT
▸Uses descriptive phrases to identify the points on a
graphic scale.
▸The description are brief details how peoples behave
at different steps along the scale .
▸Some scales the centre and end positions are
de
fi
ned or a descriptive phrase is placed beneath
each point.

15
3.DESCRIPTIVE RATING SCALE

16. DESCRIPTIVE RATING SCALE

17. TEXT
▸BARS , also known as BES (Behavioural expectation
scale ) and BOS (behavioral observation scales).
▸BARS evaluates behaviour relevant to speci
fi
c demands
of the job and provides example of speci
fi
c job
behaviour.
▸The evaluator list a number of critical incident for
each performance dimension and rates the extent to
which the behaviour has been observed on a 5 point
scale.

17
4. BEHAVIORALLY ANCHORED RATING SCALE

18. 4. BEHAVIORALLY ANCHORED RATING SCALE

20. TEXT
▸The cumulative scale or Guttman scale measures to
what degree a person has a positive or negative
attitude to something.
▸The total score for an individual or object is the sum
or average of the weighed or unweighed points.
▸‘Guess -Who technique’ and ‘Check list method’
belong to this category or rating

20
5. CUMULATIVE POINT SCALE

21. 5. CUMULATIVE POINT SCALE

22. TEXT
▸The rater is given a set of verbal statements
representing different attributes of a trait and then
rater decides which statement or statements are
best suited to the individual being rated.
▸Two alternative forms of items are commonly used.
▸one statement of the item is favourable and other
statement is unfavourable.

22
6. FORCED CHOICE SCALE:

24. TEXT
▸Judgement about an attribute of a person
comparing it with that of a similar and other
person.
▸For example Mr G decision making abilities closely
resemble Mr Shyam and Mr Gopal.

24
7. COMPARATIVE RATING SCALE:

25. 7. COMPARATIVE RATING SCALE:

26. TEXT
▸Select one object in the pair according to some
criterion
▸The data obtained are ordinal in nature.
▸Arranged or ranked in order of magnitude.
▸A few items are compared .
▸If the number of comparisons is too large,
respondents may become fatigued and no longer
carefully discriminate among them.

26
8. PAIRED COMPARISON SCALING

27. 8. PAIRED COMPARISON SCALING

28. TEXT
▸Presented with several objects simultaneously
▸Order or rank them according to some criterion.
▸The data obtained are ordinal in nature.
▸Arranged or ranked in order of magnitude
▸Measure preferences among brands and brand
attributes.
▸Rated in a rank order from high to low on the
attitude or opinion in question.
▸The units of the scale are unequal.

28
9. RANK ORDER SCALING

29. 9. RANK ORDER SCALING

30. TEXT
▸Respondents are asked to allocate a constant sum
of units among a set of stimulus objects with
respect to some criterion.
▸ Units allocated represent the importance attached
to the objects .
▸The data obtained are interval in nature.
▸Allows for
fi
ne discrimination among alternative.

30
10.CONSTANT SUM SCALING

31. 10.CONSTANT SUM SCALING

32. TEXT
▸Educationally signi
fi
cant.
▸Directly observable
▸Clearly de
fi
ned traits .
▸Raters should be oriented to a speci
fi
c scale .
▸Space in the rating scale card for the rater to give
supplementary remarks.
▸Record judgments indicating the degree of student performance.
▸More objective, valid and reliable by getting a pooled rating
from more than one observer.
▸The rater should be unbiased and trained.
▸Have expert and well informed raters.

32
PRINCIPLES IN PREPARING RATING SCALE

33. TEXT
1. Clarity
A short and concise statement in a simple unambiguous language.
2. Relevance
Relevant to the phenomenon.
3. Variety
A variety of different statements must be ensured.
4. Objectivity
Statement formed in the rating must be objective in nature .
5.Uniqueness
The statement must be unique in itself, So that attributes can be
judged appropriately.

33
CHARACTERISTICS OF RATING SCALE

34. TEXT
▸Decide what area you want to measure(grooming, on-task
behaviour).
▸For each area decide what characteristics you want to
measure( grooming, clean clothes, clean body)
▸De
fi
ne each range for each characteristics
▸Decide how many points on the scale
▸State extremes-very good and very bad
▸State points between these extremes
▸Arrange the items to form the scale
▸Design directions
▸Pilot test your scale
▸Make needed revisions, based on pilot studies.

34
STEPS IN CONSTRUCTING A RATING SCALE
https://youtu.be/QtyVDLnHypk

35. TEXT
▸Easy to administer and score the measured attributes.
▸Wide range of application in nursing research/Nursing
Education
▸Easier to make and less time consuming
▸Easily used for a large group
▸Used for quantitative methods
▸Evaluating performance skills, product outcome, interest,
attitude and personal characteristics.
▸Convenient method for recording the observer judgement.

35
ADVANTAGES OF RATING SCALE

37. TEXT
▸Observe and record quantitative and qualitative
judgements about observed performances
▸Adaptable and
fl
exible.
▸Ef
fi
cient and economical in the use of time.
▸Reduce subjectivity and unreliability that are usually
associated with observation method.
▸Direct observation to speci
fi
c aspects of behaviour
▸A common frame of reference for comparing all
people on the same set of characteristics

37
ADVANTAGES OF RATING SCALE

38. TEXT
▸Dif
fi
cult to
fi
x up rating about many aspects of an
individual.
▸Misuse can result in a decrease in objectivity .
▸Chances of subjective evaluation thus the scale may
become unscienti
fi
c and unreliable.
▸Lack of uniformity with which the terms are
interpreted by evaluators.
▸Common sources of errors in rating scales.

38
DISADVANTAGES OF RATING SCALE

39. TEXT
1.PERSONAL BIAS
▸A General tendency to rate all individuals at approximately the same position on
the scale.
▸Use the high end of the scale only which is probably the most common type of
bias and is referred to and generosity error
▸severity error in which lower end of the scale is favoured.
▸The raters who avoids both extremes of the scale and tend to rate every one as
average is central tendency error.
2.THE HALO EFFECT
▸General impression of a person in
fl
uences the rating of individual characteristics.
▸Favourable attitude toward the person ,there will be a tendency to give high
ratings on all traits, but if rater’s attitude is unfavourable the ratings will be low

39
COMMON ERRORS IN RATING

40. TEXT
3. A LOGICAL ERROR
▸Two characteristics are rated as more alike then they actually are because
of the rater’s beliefs concerning their relationship.
4. THE CONTRAST ERROR
▸Tendency of the rater to rate others in the direction opposite from himself
5. THE PROXIMITY ERROR
▸The way in which the various items have been placed or ordered on the
rating form
6. LESS KNOWLEDGE FOR ADEQUATE OBSERVATION
▸When he does not know well enough on those traits about which he has
little or no knowledge.

40
COMMON ERRORS IN RATING

41. TEXT
FACTORS FOR IMPROVING VALIDITY OF THE RATING SCALE
▸Encourage raters not to rate those traits or persons for
which or for whom they have insuf
fi
cient or no knowledge.
▸Average the judge’s ratings.
▸Rate on traits or characteristics at a time.
▸To reduce the halo effect, vary the direction of the scale,
that is , for some ratings, have the
fi
rst position indicate a
desirable trait, the last an undesirable trait, and vice
versa.

42. TEXT
FACTORS FOR IMPROVING VALIDITY OF THE RATING SCALE
▸Avoid making the extreme , so atypical of behaviour
that few raters will use these points.
▸Make the meaning of the intermediate levels closer
to the neutral or average rather than the extreme
points.
▸The rater may be asked to quote an instance in
support of his judgement to avoid careless rating.

43. https://youtu.be/u8yYAPOC4TU

44. 
44
2. CHECKLIST

45. TEXT
▸According to British Columbia Institute of Technology:
A checklist is a tool for identifying the presence or
absence of conceptual knowledge, skills, or
behaviours.
▸A checklist itemises task descriptions in one column
and provides a space beside each item in a second
column to check off the completion of the task.

45
DEFINITION OF CHECKLIST

46. TEXT
▸Relate directly to learning objectives.
▸Con
fi
ned to performance areas that can be assessed
scienti
fi
cally by examining positive and negative criteria
and when suf
fi
cient opportunity for observation exists.
▸Ascertaining whether a particular trait or
characteristic is present or absent.
▸Separate checklist for each candidate individual .
▸The observer must be trained how to observe? "What
to observe? And how to record the observed behavior.

46
SUGGESTIONS TO FOLLOW WHEN USING A CHECK LIST

47. TEXT
▸Multiple observations provide a more accurate
assessment of performance than a single observation .
▸ Students should be evaluated in the natural setting
or one as closely as possible to the real situation.
▸A complete check list should be given to each student
for review followed by an individual session with the
student to discuss the strength and weakness of the
performance and formulate a plan to improve the
performance.

47
SUGGESTIONS TO FOLLOW WHEN USING A CHECK LIST

48. TEXT
▸Observe one respondent at one time
▸Clearly specify the characteristics of behaviour to
be observed .
▸Use only a carefully prepared checklist to avoid
more Complex trait.
▸Observer should be trained how to observe what to
observe and how to record the observed behaviour .
▸Use checklist only when you are interested in
calculating a particular characteristic.

48
CHARACTERISTICS OF CHECKLIST

49. TEXT
▸Express each item in a clear and simple language.
▸An intensive survey of the Literature is made to
determine the type of checklist to be used in a
particular Research/ Nursing Education
▸Items in the checklist may be continuous or divided
into groups of related items.
▸Items are formulated on the basis of judgement of
experts and each item is evaluated in respect of
number of favourable and unfavourable responses.

49
POINTS TO KEEP IN MIND WHILE CONSTRUCTING A CHECK LIST

50. TEXT
▸Avoid negative statements whenever possible .
▸Ensure that each item has cleared responses yes or
no true or false etc.
▸Review the items independently.
▸Checklist must have the quality of completeness and
comprehensiveness.

50
POINTS TO KEEP IN MIND WHILE CONSTRUCTING A CHECK LIST

51. TEXT

51
STEPS IN DEVELOPING THE CHECKLIST
1. Identify
each of the
speci
fi
c
actions
desired in the
performance
.
2.Add to the
list those actions
that represent
common errors (if
they are useful in
the evaluation ,are
limited in number,
and can be clearly
stated) .
3. Arrange
the desired
action (and likely
errors, if used) in
the approximate
order in which
they are
expected to
occur.
4. Provide a
simple
procedure for
checking each
action as it occurs
(or for numbering
the actions in
sequence, if
appropriate).

53. TEXT
▸Review the learning outcome and associated criteria for success.
▸State the level of success required for the checklist to be
considered completed.
▸All items must be checked.
▸Decide on the response such as ‘Yes’ or ‘No’, ‘done’ or ‘not
done’, or simply have a box to be checked once the item has
been completed.
▸From a procedure, process, or task description list, pick those
items that are required for a good performance or
fi
nal
outcome.

53
TECHNIQUE TO DEVELOP A CHECKLIST

54. TEXT
▸Group similar items or order them keep as short as
possible.
▸Highlight critical steps, checkpoints, or indicators of
success.
▸ Write clear instructions for the observer.
▸Review the task descriptions for details and clarity
▸Format the checklist.
▸Ask for feedback from other instructors before using
it with the students.

54
TECHNIQUE TO DEVELOP A CHECKLIST

55. TEXT
▸Short and easy to access and record
▸Evaluating speci
fi
c well-de
fi
ned behaviour and are
commonly used in the clinical simulated laboratory
setting
▸Used for both process and procedure evaluation
▸Adaptable to more subject matter areas
▸Allows inter individual comparisons
▸A simple method to record observations

55
ADVANTAGES OF CHECKLIST

56. TEXT
▸Adaptable to subject matter areas
▸Evaluating learning activities
▸Evaluating procedural work
▸Allows the observer to contain the direct attention
▸Objectivity to evaluate characteristics
▸Evaluating those processes that can be subdivided
into a series of actions
▸Decreases the chances of error in observation

56
ADVANTAGES OF CHECKLIST

57. TEXT
▸Does not indicate the quality of performances.
▸Usefulness of checklist is limited to procedures,
activities, functions and speci
fi
c tasks.
▸Limited component of overall clinical performances
can be evaluated by checklist.
▸Degree of accuracy of performance cannot be
assessed.
▸Limited use in qualitative research studies.

57
DISADVANTAGES OF CHECK LIST

58. 
58
3.OSCE

59. TEXT
▸According to Harden 1988 , The OSCE is an approach
to assess the clinical competence in which the
components are assessed in a well planned or
structured way with attention being paid to the
objectivity of the examination.

59
DEFINITION OF OSCE

60. TEXT
1. OBJECTIVE
▸Accessed using same station with the same marking
scheme .
▸Candidates get marks for each step on the mark
scheme that they perform correctly and which
therefore makes the assessment of clinical skills
more objective and rather subjective.

60
OSCE IS DESIGNED AS

61. TEXT
OSCE IS DESIGNED AS
2. STRUCTURED
▸Stations in OSCE have a very speci
fi
c task.
▸Instructions are carefully written to ensure that the
candidate is given a very speci
fi
c task to complete.
▸The OSCE is carefully structured to include parts
from all elements of the curriculum as well as wide
range of skills.

62. TEXT
OSCE IS DESIGNED AS
3. CLINICAL EXAMINATION
▸Design to apply clinical and theoretical knowledge .
▸Example answering questions from the examiner at
the end of the station.

63. TEXT
▸Candidate see number of examiners in the course of
examination usually 8 or more.
▸what is to be assessed at each station is agreed in
advance and marking schedule is produced ,which list,
what is expected of the candidates at each station.
▸The aim of the examination is to produce a pro
fi
le for
each candidate rather than a single composite mark .
▸The standard or criteria for pass ,distinction and fail
can be agreed .

63
OBJECTIVITY OF THE EXAMINATION

64. TEXT
OBJECTIVITY OF THE EXAMINATION
▸The Examiners can be trained for the task expected of them and
their performance can be assessed in advance on practice video Tapes.
▸Examination test a wide range of skills which greatly reduces the
sampling error. This very signi
fi
cantly improves the reliability of the
examination
▸All students face the same task .
▸Simulated patients help to ensure that all students are presented with
a similar challenge.
▸Trained examiners ,scheduling activities, using checklist, following
standardized system, uniformity in evaluations increases the reliability
of the examination

65. TEXT
▸A series of stations in an examination room is set up to examine
the students.
▸Students may be asked to carry out a procedure, which may
involve taking history, performing preset clinical tasks and
diagnosing patient’s problems.
▸When performing the clinical tasks, students may often interact
with ‘patients’, who may be healthy volunteers or mock patients.
▸Students also have to answer questions based on their
fi
ndings
and their interpretation.
▸Students are observed and scored at some stations by examiners
with checklists.

65
STRUCTURE OF OBJECTIVE STRUCTURED CLINICAL EXAMINATIONS(OSCE)

66. TEXT
▸There are two types of stations in this assessment
method:
▸Practice-based: Students are given a written
instruction and have to carry out a procedure.
▸Question-based: Students have to answer questions
about their
fi
ndings at the previous station and
interpret these
fi
ndings. The questions may be open-
ended or of multiple-choice type.

66
STRUCTURE OF OBJECTIVE STRUCTURED CLINICAL EXAMINATIONS(OSCE)

67. TEXT
▸Provide feedback of performance
▸Used in both formative and summative assessment in
health professional education.
▸Identify objective performance criteria for the skill
being examined.
▸Structure the performance criteria in a checklist to
facilitate the identi
fi
cation of desired clinical skills.
▸A requirement for accreditation in many health
professional programs.

67
PURPOSE OF OSCE

68. TEXT
▸Interpersonal and communication skills
▸History taking skills
▸ Physical examination of speci
fi
c body system
▸ Mental health assessment
▸ Clinical decision-making including the formation of
different diagnosis

68
USES OF OSCE

69. TEXT
▸ Clinical problem solving skill
▸ Interpretation of clinical
fi
ndings and investigations
▸ Management of a clinical situation including
treatment and referral
▸ Patient education
▸ Health promotion
▸ Basic and advanced nursing care procedures

69
USES OF OSCE

70. TEXT
▸The OSCE examination consists of about 15-20
stations, each of which requires about 4-5 minutes of
time.
▸All stations should be capable of being completed at
the same time.
▸ The students rotate through all stations and moves
to the next station at the signal.

70
OSCE METHODOLOGY

71. TEXT
▸Each candidate is examined on a one to one basis
with one or two impartial examiners on each station.
▸They are marked by the examiner on standardized
mark sheet.
▸Using stations of 4 minutes each, 15 students can
complete examination within 1 hour.

71
OSCE METHODOLOGY

72. TEXT
▸1. SELECTION OF EXAMINATION COMMITTEE
▸Determine the content of the examination
development and implementation.
▸It has the capacity and personal to address
decisions related to reliability and validity.
▸2.THE EXAMINATION COORDINATOR
▸Facilitate the smooth working of the committee in
developing, implementing and assessing the
performance of the OSCE.

72
HOW TO PREPARE OSCE

73. TEXT
HOW TO PREPARE OSCE
▸3. LIST OF SKILLS, BEHAVIOUR AND ATTITUDES TO BE ASSESSED
▸Measure objectively the competencies in speci
fi
c areas of behaviour,
techniques ,attitude and decision-making strategies
▸4. HOW TO DEVELOP CASE OR SCENARIO
▸State the skill and domain to be tested
▸Candidate instructions must be clear and concise.
▸Scoring checklist should be complete and include the main components
of the skills being assessed.
▸standardisation of the patients playing the same role.
▸Instructions for station set up, list of all equipments required for the
station.

74. TEXT
HOW TO PREPARE OSCE
▸5.THE EXAMINEE
▸The examinee is the student of a prescribed course.
▸6.THE EXAMINER
▸Most patients will require an examiner although some stations do
not.
▸The examiner at the station where clinical skills (history-taking,
physical examination, interviewing and communication )are assessed
and may be either an Educator or a Expert.
▸7. THE EXAMINATION SITE
▸Part of a special teaching facility in some Institutions.
▸The examination may be conducted in an outpatient facility.

75. TEXT
▸8. NUMBER OF STATIONS
▸20 stations each of
fi
ve minutes can be completed in 1 hour 40 minutes.
▸20 stations each of 10 minutes requires 3 hours 20 minutes to complete.
▸9. DURATION OF STATION
▸Time ranging from 4 to 15 minutes
▸Depends to some extent on the competencies to be assessed in the examination.
▸10.COUPLET STATION
▸Use of link stations extend the time available to complete a task
▸Duration of station has been
fi
xed
▸Make sure that are expected of the student can be accomplished within the
time
▸Double stations will required to be duplicated in the examination

75
HOW TO PREPARE OSCE

76. TEXT
▸Checklist
▸Rating scale

76
OBSERVABLE ASSESSMENT METHOD

77. TEXT
▸Decide the types of skills to be examined.
▸Decide the types of assessment (such as a uniform
checklist).
▸Consider the number of skill assessment stations needed.
▸Allocate resources for the examination (such as space for
examination rooms, marking sheets and plastic models) .

77
STEPS IN DEVELOPING AN OBJECTIVE STRUCTURED CLINICAL EXAMINATION:

78. TEXT
STEPS IN DEVELOPING AN OBJECTIVE STRUCTURED CLINICAL EXAMINATION:
▸Prepare the staff resources needed examiners, timekeepers and patient/
volunteers).
▸ Determine/arrange the day/period of exams.
▸Conduct a review/evaluation of the arrangement of the exam after it is
over
▸To design concise marking schemes that focus on actions that distinguish
▸To design concise marking schemes that focus on actions that distinguish
between good and poor performance
▸To provide marking scheme instructions on what students would do at each
station for the examiner outline exactly the students.

79. TEXT
▸REGISTRATION
▸ Show your roll number or identity card
▸General instructions are provided regarding
examination.
▸Inspect articles and prohibit those which are not
allowed in examination. e.g. use of mobile.
▸Receive your exam envelop which contains your ID,
stickers, pencil, notebook or clipboard.

79
STEPS IN TAKING OSCE AS EXAMINATION FOR STUDENTS

80. TEXT
▸ORIENTATION
▸Exam format, procedures and policies will be
reviewed
▸Introduce to your team and team leader.
▸Instruct about starting station and how to proceed.
▸Students can ask their queries regarding the exam.
STEPS IN TAKING OSCE AS EXAMINATION FOR STUDENTS

81. TEXT
▸ ESCORTING TO EXAM POSITION
▸After brie
fi
ng students are escorted to stations.
▸Instructed about time at each station and about
time buzzer.
▸Students will start exam as soon as long bell or
buzzer announce the start of the exam..
STEPS IN TAKING OSCE AS EXAMINATION FOR STUDENTS

82. TEXT
▸ STATION INSTRUCTION TIME:
▸ One or two minutes to read the instruction about
the station, the situation, patient and required
task.
▸ Students read carefully and enter the room at the
next bell .
STEPS IN TAKING OSCE AS EXAMINATION FOR STUDENTS

83. TEXT
▸THE ENCOUNTER:
▸Start encounter with the standardized patient.
▸There is a 5-20 minutes encounter.
▸Perform the required task.
▸Stop at the next bell.
STEPS IN TAKING OSCE AS EXAMINATION FOR STUDENTS

84. TEXT
▸POST ENCOUNTER PERIOD:
▸Some OSCE will have no Post encounter period.
▸Some will have 1-2 min of the encounter period
assigned to an oral question asked by the examiner
inside the examination room.
STEPS IN TAKING OSCE AS EXAMINATION FOR STUDENTS

85. TEXT
▸REPEAT STEP 4 TO 6:
▸Step 4-6 will be repeated until student have been in
all the stations.
▸Some OSCE will offer 1 or 2 short rest period.
STEPS IN TAKING OSCE AS EXAMINATION FOR STUDENTS

86. TEXT
▸EXAM ENDED
▸ Exam is over.
▸Student will be escorted back to dismissal area for
signing out.
▸Handle back all what he has received on signing in.
▸Asked to stay for some time for exam security reason.

86
STEPS IN TAKING OSCE AS EXAMINATION FOR STUDENTS

87. TEXT
▸Assessment
▸Duration of stations
▸Number of stations
▸Use of examiners
▸Range of approaches

87
TIPS FOR ORGANIZING OSCE

88. TEXT
▸New stations
▸Resource requirements
▸Plan examination and directions
▸Change signal
▸Records

88
TIPS FOR ORGANIZING OSCE

89. ADAPTED VERSION OF MILLER’S PYRAMID

90. TEXT
▸Uniform marking scheme for examiners.
▸Consistent examination scenarios for students.
▸Authentic way to assess nursing students, including
pressure from patients.
▸Generates formative feedback for both the learners
and the teaching program.
▸Minimizes the effect of cueing.
▸More students can be examined at any one time.

90
ADVANTAGES OF OSCE

91. TEXT
▸The setting is more controlled (only two variables
exist: the patient and the examiner).
▸Objective assessment of the student's clinical
competency .
▸Insights about students’ clinical and interactive
competencies.
▸Physical examination, interpersonal skills , technical
skills, problem solving abilities, decision-making
abilities and Patient treatment skills can be assessed.

91
ADVANTAGES OF OSCE

92. TEXT
▸More valid than the additional approach to clinical
examinations.
▸Advanced Clinical skills can be assessed.
▸Reliable
▸Can be used with a large number of student.

92
ADVANTAGES OF OSCE

93. TEXT
▸Student’s knowledge and skills are tested in
compartments .
▸Demanding for both examiners and patients
▸Pay close attention to students repeating the same
task on a number of occasions .
▸The time involved is greater than for the traditional
examination.
▸Uniform dif
fi
culty level is not always possible.

93
DISADVANTAGES OF OSCE

94. TEXT
▸Expensive in terms of manpower, resources and time
(such as number of examiners, patients, and even the
space of examination room)
▸Discourage students from looking at the patient as a
whole .
▸Examine a number of different patients in isolation at
each station instead of comprehensively examining a
single patient.
▸It requires an extensive amount of organizing.

94
DISADVANTAGES OF OSCE

95. TEXT
▸Training the faculty members in using OSCE.
▸Preparation of the students from the beginning of the host
for this type of examination.
▸Proper communication with the administrators of the clinical
areas regarding OSCE.
▸Ensuring the reliability and validity of the evaluation criteria.
▸Adequate planning and Organisation of the whole exercise.
▸Feedback stations are included to provide an examiner with
immediate feedback on performance at the previous station.

95
STRATEGIES TO OVERCOME

96. OSPE

97. TEXT
▸Objective structured Practical Examination is a new
pattern of Practical Examination in which component
of clinical competence is tested uniformly and
objectively for all students who are taking up a
Practical Examination at a given time and place.

97
DEFINITION

98. TEXT
▸Separate assessment of process and product through
observation of performance and assessment of result.
▸Adequate sampling of skills and content of test
▸An analytical approach to the assessment.
▸Objectivity
▸Feedback to teacher and student

98
FEATURES OF OSPE

99. TEXT
▸During this exam student pass through a number of
stations.
▸OSPE exam ideally consists of 15-20 stations for
exam of a particular course.

99
METHODOLOGY OF OSPE

100. TEXT
METHODOLOGY OF OSPE
▸All the station should be completed in the same
period of time.
▸Students are rotated through all the station and
move to the next station on the ring of the bell.

101. TEXT
METHODOLOGY OF OSPE
▸At some stations called the procedures station
students are given tasks to perform on subjects.
▸At other station called ‘response station’ student
writes answer of objective type question or record
their
fi
ndings of the previous procedure station.

102. TEXT
▸1.DEMONSTRATE PRACTICAL SKILL
▸For demonstration of practical skills, monitoring and recording oral
temperature blood pressure converting 39.4 degree Centigrade to
Fahrenheit and testing using for sugar extra can be given
▸2.MAKE ACCURATE OBSERVATION
▸Differentiate between the normal and abnormal ECG ,identify the type of
arrhythmias from ECG
▸3.ANALYSE AND INTERPRET DATA
▸Haemogram report, liver function report, urine analysis, blood sugar report
and other laboratory reports

102
STEPS OF OSPE

103. TEXT
▸4. IDENTIFY THE PATIENTS PROBLEMS
▸5. PLAN ALTERNATIVE NURSING INTERVENTIONS
▸In case of airway obstruction the student is
expected to keep patient in side lying position and do
oropharyngeal suctioning.

103
STEPS OF OSPE

104. TEXT
▸1. PROCEDURE STATION
▸2. THE QUESTION STATION /RESPONSE STATION

104
TYPES OF STATION

105. TEXT
▸Examiners A,B,C stands in a place from the student to
have a good view of what a candidate is doing in
particular station .
▸They have a checklist and tick as they observe.
▸The score of each student separately and con
fi
dentially
written.
▸ The questions for stations 2,4,6 are speci
fi
c, short and
worded unambiguously and printed on a separate
sheet.
▸The key to the question should be prepared in advance

105
PROCEDURE OF CONDUCTING OSPE

106. TEXT
▸The students are given clear instructions regarding
how they will rotate around the stations and the time
limit in each station.
▸At the end of the OSPE in the checklist of examiners
A, B, C pertaining to a given candidate and her answer
sheets are put together to give her a
fi
nal score.
▸In which speci
fi
c procedure the student has made an
error and its subsequent feedback can be given to
rectify her mistake.

106
PROCEDURE OF CONDUCTING OSPE

107. TEXT
▸More reliable and valid than the traditional system
of examination.
▸All students are subjected to the same standardized
test.
▸Emphasis is shifted from testing factual knowledge
to testing of skills that to in a short time .

107
ADVANTAGES OF OSPE

108. TEXT
ADVANTAGES OF OSPE
▸Ensure a wide coverage of all practical skill.
▸Increased faculty student interaction.
▸A large number of students can be tested within a
relative short time.

109. TEXT
▸The stimulated situation may not re
fl
ect the real life
Situation.
▸Cannot be assessed for different skills, such as IPR,
communication skills and dexterity in handling equipments
▸Empathy towards the patients cannot be evaluated
▸The skill of the student in providing holistic nursing care
cannot be assessed

109
DISADVANTAGES OF OSPE

110. TEXT
▸Time consuming to construct an OSPE
▸Cannot be used by a single person, it needs more
resources in terms of manpower, time and money .
▸Risk of fatigue .
▸Breaking clinical skills into individual competencies
may be arti
fi
cial.
DISADVANTAGES OF OSPE

111. TEXT
▸In conventional examination marks awarded is on
candidates global performances not for individual
competencies. The OSCE is a highly reliable and valid
clinical examination that provides unique information
about the performance of residents . OSCE overcome
most of those obstacles . Combining OSCE with long
cases can assess the competency effectively .

111
SUMMARY AND CONCLUSION

112. https://youtu.be/hLMRipFjYNw

113. TEXT
▸Enhancing Objective Structured Clinical Examinations through visualisation
of checklist scores and global rating scale
▸CONCLUSION
▸Improving the quality of assessor observational ratings in OSCEs is very
important and this can be achieved through visualisation of checklist scores
and global rating scale. As discussed earlier, multiple facets can engender
assessor errors and biases, e.g., halo effect, severity or kindness error,
central tendency, liking,
fi
rst impression, companionship, and hence make
students’ scores less decisive and unreliable. However, caution should be
taken when interpreting the potential effect of error, as a score may also
be a re
fl
ection of true performance, and not be affected by potential
error.

113
RESEARCH ARTICLE

114. TEXT
▸R Sudha, Nursing Education Principles and Concepts, 2nd Edition, page-181-191
▸Francis M. Quinn, Principles and Practise of Nursing Education
▸B. Shankaranarayanan B. Sindhu , Jaypee, Learning and Teaching Nursing,
page-199-198
▸Mogra Allen, Evaluation of Educational Programs in Nursing
▸J Stanley Ahman, Evaluating Pupil Growth, Edition -2
▸Jaspreet Kaur Sodhi, Comprehensive Text Book of Nursing Education,
page-219-234
▸Sanjay Gupta, A Text Book Nursing Education, Kumar Publishing House,
page-219-226
▸BT Basavanthappa, Nursing Education, Jaypee, Edition-2,

114
BIBLIOGRAPHY