Research critique for published journal.kindly support and do correction if so. Writing a Critique describe: give the reader a sense of the writer's overall purpose and intent. analyze: examine how the structure and language of the text convey its meaning. interpret: state the significance or importance of each part of the text. assess: make a judgment of the work's worth or value.

1. MRS. LAKSHMI PRIYADHARSHINI V.R
PHD SCHOLAR

2. Overview of the Research Article
Name of
journal/
publications
Source / author name Research objective/
Study design/Methods
Findings and
conclusions
International
Research
Journal of
Commerce
Arts and
Science
Volume 13
Issue 12 [Year -
2022] ISSN
2319 – 9202
Aditi Kanwar,
Dr. Anupama K
1.M.Sc. (N) 2nd year, Akal
College of Nursing,
Eternal University, H.P.
2. Associate Professor,
Akal College of Nursing,
Eternal University, H.P.
*To assess the effectiveness of OSCE
and TCE on mental status examination
among nursing students.
*The study incorporated a
experimental, post test only control group
design
*60 samples were selected in the
study by consecutive sampling technique
from Akal College of Nursing, Baru Sahib.
The data was collected by self structured
tool for evaluating students’ performance
through OSCE and TCE.
In the experimental group (OSCE)
the mean score was 16.63 with
standard deviation
3.40. In the control group (TCE)
the mean score was 14.47 with
standard deviation 3.471 which is
significant at p< 0.05 which
means the performance of
students was better in OSCE. The
study concluded that OSCE is an
effective method of evaluation
than TCE for mental status
examination among nursing
students and can be used as an
evaluation method in mental
health nursing.

3. TITLE OF THE STUDY
EFFECTIVENESS OF OSCE AND TCE ON MENTAL STATUS EXAMINATION
AMONG NURSING STUDENTS AT SELECTED NURSING COLLEGE, SIRMOUR(H.P)
The OSCE method can easily assess learner‘s cognitive, emotional and psychomotor skills
and may eliminate the effect of confounding variables by representing students‘ skills in
several stations. Also, this method is totally stable, reliable, and practical. Traditional
assessment takes time and is never used as a foundation for future instruction. Teachers are
responsible of testing and supply deadlines since it's viewed as a "one-shot" event during
which the learner has just one opportunity to demonstrate proficiency.
CRITIQUE:
Title is understable and clear .It covers all elements of PICO model.

4. CRITIQUE
ABSTRACT
Material and methods: The heart of any program is evaluation. Within the nursing profession, it's
important to form sure graduates’ competence by evaluating them in clinical setup. Appropriate
evaluation and assessment determine the strengths and flaws of an academic programme. Aim: To
assess the effectiveness of OSCE and TCE on mental status examination among nursing students.
Methodology: The study incorporated a experimental, post test only control group design was used in
the study.60 samples were selected in the study by consecutive sampling technique from Akal College
of Nursing, Baru Sahib. The data was collected by self structured tool for evaluating students’
performance through OSCE and TCE.
Results and Conclusion: In the experimental group (OSCE) the mean score was 16.63 with standard
deviation 3.40. In the control group (TCE) the mean score was 14.47 with standard deviation 3.471
which is significant at p< 0.05 which means the performance of students was better in OSCE. The
study concluded that OSCE is an effective method of evaluation than TCE for mental status
examination among nursing students and can be used as an evaluation method in mental health nursing.
Critique
In Abstract, only one Objective was given , Tools explained and it is not clear

5. Introduction: Within the nursing profession, it's important to sure graduates
competence by evaluating them in clinical setup. Clinical evaluation has always been an integral
part of nursing education. Examining the presence of professional behavior, establishing an
appropriate interaction with the patients, prioritizing the issues,possession of basic knowledge
about clinical methods, correct performance of care procedures and application of critical
thinking are components of clinical evaluation.The OSCE method can easily assess learner‘s
cognitive, emotional and psychomotor skills and may eliminate the effect of confounding
variables by representing students‘ skills in several stations. Also, this method is totally stable,
reliable, and practical.Traditional assessment takes time and is never used as a foundation for
future instruction. Teachers are responsible of testing and supply deadlines since it's viewed as a
"one-shot" event during which the learner has just one opportunity to demonstrate proficiency.
Critique
well explained introduction and need to justify more to traditional method of teaching and the
researcher didn’t mention the core subject what was assessed.

6. • NEED OF THE STUDY
In the process of teaching-learning, the evaluation stage is crucial. Students and
teachers can use it to facilitate learning and teaching. Evaluation is a continuous
process rather than a one-time event. A student's judgmental values, their educational
standing, or their achievement of goals are influenced by this process. In teaching-
learning, as in many fields, some form of evaluation is inevitable. Aside from its
versatility and ever-expanding scope, OSCE has the advantages of objectivity,
reproducibility, and ease of recall. Exams are given to all students on predetermined
criteria based on the same or similar clinical scenario or task and marks are assigned
according to those criteria, allowing for recall, teaching audits, and determination of
standards. In a study from Harvard medical school, students in second year were found
to perform better on interpersonal and technical skills than on interpretative or
integrative skills. This allows for review of teaching technique and curricula.
Critique
The researcher not focused on statistical data on nursing education aspects .

7. OBJECTIVES
1. To assess the mental status examination score by Objective Structured Clinical Examination
(OSCE)
and Traditional Clinical Examination (TCE) methods among nursing students.
2. To evaluate the effectiveness of OSCE and TCE on mental status examination among nursing
students.
3. To find association of obtained scores with selected demographic variables.
Critique
well defined objectives stated by researcher but in 3rd one they can explain the
demographical variables

8. HYPOTHESIS
H0 : There will not be any significant difference between OSCE and TCE on mental status examination among
nursing students, significant level at p<0.05.
H1 : There will be a significant difference between OSCE and TCE on mental status examination among nursing
students, significant level at p<0.05.
Critique
The study hypothesis both null and alternative hypothesis stated ,Theoretical framework was not mentioned.
REVIEW OF LITERATURE
it is a confused literature review and year not mentioned and not clear review

9. • Critique
Methodology explained
Well and sampling
Technique not given .

10. RESULT:
The results showed that there was no significant relationship between the
scores of OSCE with selected demographic variables that are age, type of
institute for secondary education, native state, domicile, place of clinical
experience.
No significant relationship between the scores of TCE with selected
demographic variables was observed. The calculated chi-square values
were less than the table value at the 0.05 level of significance.
CRITIQUE
The result shows that no significant relationship hence null hypothesis
has been accepted. And data analysis interpretation was not clearly
defined in result

11. DISCUSSION
The mean score of students in OSCE was 16.63 (66.53%) with standard deviation of 3.409. The medianwas 17. The mean
score of students in TCE was 14.47 (57.87%) with standard deviation of3.471. The median was 14.5.Mean score of OSCE
(16.63) was higher than TCE (14.47). There was a significant difference between OSCE and TCE (p<0.05) in experimental
and control group on the mental status examination scores.No significant relationship between the scores of experimental
(OSCE) and control group (TCE) with selected demographic variables (p<0.05) was observed.
Similar findings are reported in a study conducted by Nigam and Mahawar to compare OSPE and TPE in community
medicine at Indore, India among medical students. The mean score obtained by the students in OSPE (13.75) was
significantly (p <.001) higher than mean score of TPE(9.13).
CRITIQUE
Result and discussion content was interchanged and supportive study given added a point to it

12. CONCLUSIONS
Compared to TCE, OSCE is a good approach of evaluation. This is demonstrated by the
students‘ better performance in OSCE compared to TCE in mental status examination.
Studies done worldwide in nursing and other health fields provide support for the study's
findings. According to the literature, OSCE has several advantages over traditional practical
exams and meets crucial evaluation criteria like reliability, validity, and impartiality.
Considering the other drawbacks and limitations of OSCE such as ethical concern of the
patients and inability to provide holistic care to the patients, it also cannot be used as a sole
method of evaluation. OSCE can be used as a supplementary method of evaluation to
improve reliability and validity in addition to TCE.
CRITIQUE
Study state reasonable conclusion

13. • RECOMMENDATION
• This study is reproducible in several clinical contexts, including a variety of psychiatric cases.
• The similar research can be done in other nursing subjects.
• One might undertake research on the OSCE-related knowledge and attitudes of teachers and
students.
• Similar study can be conducted using other research designs.
• A study can be done to determine whether OSCE is more cost-effective than TCE.
• The same study can be replicated by overcoming the limitations of the present study.
• CRITIQUE
Study concluded important recommendations and implications not explained related to nursing
practice, education or administration.

14. REFERENCES
1. McCarthy B, Murphy S. Assessing undergraduate nursing students in clinical practice: Do
preceptors use assessment strategies. Nurse Education Today. 2008; 28(3):301-313.
2. Malecan Rad E, Ain Alahi B. Educational Instruction booklet easy to hold an objective
structured clinical exam. Department of Health and Medical Education. pp. 1–3.
3. Mavis B, Henry R. Between a rock and a hard place: Finding a place for the OSCE in
medical education. Med. Educ 2002; 36 (5): 408-9.
4. ScienceDirect.com | Science, health and medical journals, full text articles and books.
Sciencedirect.com. 2022.
5. Townsend H, Mcllvenny S, Miller CF, Dunn EV. The use of an objective structured
clinicalm examination (OSCE) for formative and summative assessment in a general practice
clinical attachment and its relationship to final medical school examination performance.
Medical Education. 2001;35:841-6
6. Manjula A, Shashikala P, Nagaraj P. Students’ Perception on Objective Structured
PracticalExamination in Pathology. J Med Education & Res 2013;1(1):12-14.
CRITIQUE
• References not arranged either alphabetical or chronological order
• Only 6 references were included in study which is not adequate
• Not in proper style of writing reference