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Bridging Self-Assessment Gaps: The Impact of Objective Structured Clinical Examination (OSCE) on Nursing Students'

Virginia La Rosa-Salas1,2,3, Carmen Fernández-Panadero4, Miriam Pereira-Sánchez1,2,3

  • 1Department for Community, Maternal and Child Nursing, University of Navarra, Pamplona, Spain.

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Objective Structured Clinical Examinations (OSCEs) help nursing students align self-assessment with actual performance, reducing overconfidence and improving competency. Post-OSCE, students

Keywords:
OSCEObjective Structured Clinical Examinationcompetence self‐assessmentnursing educationself‐regulated learningundergraduate nursing student

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Area of Science:

  • Nursing Education
  • Medical Simulation
  • Healthcare Professional Development

Background:

  • Self-assessment is crucial for nursing students' skill development and for educators to identify competency gaps.
  • Integrating subjective self-assessment with objective evaluations like Objective Structured Clinical Examinations (OSCEs) aids learning adjustments.
  • Understanding the interplay between self-perception and actual performance is key in medical education.

Purpose of the Study:

  • To explore the impact of OSCEs on nursing students' self-assessment of practical competencies.
  • To investigate discrepancies between self-perceived competence and objective performance in nursing students.
  • To identify the influence of the Dunning-Kruger effect on nursing students' self-assessment.

Main Methods:

  • A quasi-experimental pre-post study involving 229 third- and fourth-year nursing students.
  • Implementation of a 10-station Objective Structured Clinical Examination (OSCE).
  • Evaluation of perceived competence using the Self-Assessment Competence Scale (SACS) and statistical analysis, including regression for the Dunning-Kruger effect.

Main Results:

  • Fourth-year students outperformed third-year students in OSCEs; self-perceived competence increased with year level.
  • Significant discrepancies were observed between self-perceived competence and OSCE scores, particularly linked to the Dunning-Kruger effect.
  • Post-OSCE, students' self-perception aligned more closely with their objective performance, indicating adjusted self-awareness.

Conclusions:

  • Objective Structured Clinical Examinations (OSCEs) are effective in highlighting and correcting the gap between nursing students' self-assessment and actual skills.
  • OSCEs foster critical self-awareness by revealing overconfidence in less proficient students, crucial for reflective learning.
  • Integrating OSCEs into nursing curricula supports targeted interventions to enhance competency, reflective practice, and ultimately, patient safety.