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Evaluating Objective Structured Clinical Assessment (OSCA) in undergraduate nursing
Leah East1, Kathleen Peters2, Elizabeth Halcomb3
1School of Nursing and Midwifery, Faculty of Health, Deakin University, Locked Bag 20000, Geelong, VIC 3220, Australia.
Nurse Education in Practice
|May 3, 2014
Summary
Individual assessor perceptions and clinical experience significantly influence undergraduate nursing students' Objective Structured Clinical Assessment (OSCA) results. Standardized criteria and assessor training are crucial for objective nursing education assessments.
Area of Science:
- Nursing Education
- Medical Assessment
Background:
- Objective Structured Clinical Assessment (OSCA) is a key evaluation tool for nursing students.
- Variability in OSCA scoring can impact student progression and competency validation.
Purpose of the Study:
- To explore how individual assessors determine OSCA results for undergraduate nursing students.
- To identify the influence of assessor perceptions and professional characteristics on student outcomes.
Main Methods:
- Mixed methods study involving 25 experienced clinical assessors.
- Qualitative analysis of assessor transcripts and quantitative analysis of pass rates.
Main Results:
- Wide variations in pass rates (16.7-90%) were observed among assessors.
- Assessor experience (critical care) and teaching role influenced pass rates.
- Key themes included student safety, personal perceptions, and clinical experience in competency determination.
Conclusions:
- Assessor subjectivity and clinical experience can significantly impact undergraduate nursing students' OSCA results.
- Enhanced objectivity in OSCA requires standardized criteria and comprehensive assessor education.
- Greater assessor involvement in developing assessment standards is recommended.
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