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Related Experiment Video

Updated: Jul 16, 2026

Observational Study Protocol for Repeated Clinical Examination and Critical Care Ultrasonography Within the Simple Intensive Care Studies

Observational Study Protocol for Repeated Clinical Examination and Critical Care Ultrasonography Within the Simple Intensive Care Studies

Published on: January 16, 2019

Evaluation of undergraduate students using Objective Structured Clinical Evaluation.

Dorothy Devine Rentschler¹, Jeffrey Eaton, Joyce Cappiello

¹School of Nursing, East Carolina University, Greenville, NC 27858, USA. Rentschlerd@mail.ecu.edu

The Journal of Nursing Education

|April 3, 2007

Summary

This study developed an Objective Structured Clinical Evaluation (OSCE) for nursing students, using simulated patient scenarios to assess clinical skills and knowledge synthesis for improved nursing education.

Related Experiment Videos

Last Updated: Jul 16, 2026

Observational Study Protocol for Repeated Clinical Examination and Critical Care Ultrasonography Within the Simple Intensive Care Studies

Observational Study Protocol for Repeated Clinical Examination and Critical Care Ultrasonography Within the Simple Intensive Care Studies

Published on: January 16, 2019

Area of Science:

Nursing Education
Medical Simulation
Clinical Skills Assessment

Background:

Traditional nursing evaluations may not fully capture clinical competency.
Need for standardized, objective assessment methods in undergraduate nursing programs.
Simulated patient encounters offer a controlled environment for skill evaluation.

Purpose of the Study:

To develop and implement an Objective Structured Clinical Evaluation (OSCE) for senior undergraduate nursing students.
To assess the synthesis of nursing knowledge and clinical skills through standardized simulations.
To provide a formative evaluation tool for students and educational institutions.

Main Methods:

Development of case studies and assessment tools.
Recruitment and training of standardized patients.
Establishment of a testing site for the OSCE.
Assessment of 49 students across patient simulation and non-patient stations.
Analysis of both formative and summative evaluation data.

Main Results:

Successful development and implementation of an OSCE for undergraduate nursing students.
Demonstrated utility of simulated stations for evaluating clinical skills.
Gathered data for both formative and summative assessment purposes.

Conclusions:

The developed OSCE is a viable tool for evaluating senior undergraduate nursing students' clinical competence.
OSCE provides valuable formative feedback for students and curriculum refinement.
Standardized patient simulation enhances the objectivity and reliability of clinical skill assessment in nursing education.