A STUDY OF EFFECT OF USING OBJECTIVE STRUCTURED CLINICAL EXAMINATION ON STUDENT PERFORMANCE AND SATISFACTION IN NURSING COLLOGES IN LAGOS STATE

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THE EFFECT OF USING OBJECTIVE STRUCTURED CLINICAL EXAMINATION ON STUDENT PERFORMANCE AND SATISFACTION IN NURSING COLLOGES IN LAGOS STATE

Abstract

This study investigates the effect of using Objective Structured Clinical Examination (OSCE) on student performance and satisfaction in nursing colleges in Lagos State. OSCE, a widely adopted assessment tool in medical and nursing education, is known for its structured and objective approach to evaluating clinical competencies. This research employs a mixed-methods design, combining quantitative analysis of student performance data before and after the implementation of OSCE and qualitative interviews to gauge student satisfaction. Data were collected from nursing students in three colleges across Lagos State who underwent OSCE as part of their clinical assessments. The study aims to determine whether OSCE leads to improved student performance in clinical skills and if it influences overall student satisfaction with the assessment process. The findings indicate a significant improvement in student performance in clinical examinations post-OSCE, suggesting its effectiveness in accurately assessing clinical competencies. Additionally, student satisfaction levels showed an upward trend, with participants expressing greater confidence in their clinical abilities and the fairness of the assessment method. The study recommends the integration of OSCE as a standard evaluation tool in nursing education to enhance both academic performance and student satisfaction.

Chapter One:

Introduction

1.1 Background of the Study

The advancement of nursing education has been influenced by the continuous need to enhance the quality of clinical training and assessment methods. Traditional clinical assessment methods, such as written exams and unstructured practical assessments, have often been criticized for their inability to objectively evaluate clinical competencies and skills. As a result, the Objective Structured Clinical Examination (OSCE) has gained recognition as an effective and objective method of assessing clinical skills in healthcare education (Harden et al., 1975). The OSCE is designed to test students’ performance in a controlled environment using multiple stations, each designed to assess specific clinical competencies. Its emphasis on structure and objectivity offers a promising alternative to traditional methods, with the potential to improve both student performance and satisfaction (Brouwers et al., 2017).

In nursing education, the adoption of OSCE has been particularly important due to the increasing complexity of healthcare settings and the necessity for nurses to possess a high level of competence in clinical decision-making, communication, and patient care. Nursing colleges across the globe have incorporated OSCE into their curricula as a way to ensure that their graduates meet the required clinical competencies for professional practice (Gosselin et al., 2018). However, the effectiveness of OSCE in nursing education, particularly in the context of Nigerian nursing colleges, remains underexplored.

Lagos State, as the economic and educational hub of Nigeria, is home to several nursing colleges that are striving to improve their teaching and assessment methods. In this setting, it is crucial to understand how the introduction of OSCE affects student performance and satisfaction. This study, therefore, seeks to examine the impact of OSCE on nursing students’ clinical performance and their satisfaction with the assessment process in selected nursing colleges in Lagos State.

1.2 Statement of the Problem

Nursing students’ clinical skills are critical to their ability to provide high-quality care to patients. In many nursing colleges, clinical assessments are conducted using traditional methods such as observational assessments or written exams, which may not fully capture students’ clinical abilities (Searle et al., 2013). The use of OSCE has been advocated as a solution to this issue, given its ability to provide a standardized and objective means of evaluating clinical skills across different institutions (Alinier, 2003). Despite the growing adoption of OSCE in nursing education, there is limited empirical evidence on its effectiveness in improving student performance and satisfaction in Nigerian nursing colleges, particularly in Lagos State. This study aims to address this gap by investigating the effect of OSCE on nursing students’ clinical performance and their satisfaction with the assessment process.

1.3 Objectives of the Study

The main objective of this study is to assess the effect of OSCE on student performance and satisfaction in nursing colleges in Lagos State. The specific objectives include:

To determine the effect of OSCE on nursing students’ clinical performance.

To assess the level of student satisfaction with the OSCE as an assessment method.

To explore the relationship between student performance and satisfaction with OSCE in nursing colleges.

1.4 Research Questions

The study seeks to answer the following research questions:

Does the use of OSCE improve nursing students’ clinical performance in nursing colleges in Lagos State?

How satisfied are nursing students with the use of OSCE in their clinical assessments?

Is there a relationship between nursing students’ performance and their satisfaction with OSCE?

1.5 Significance of the Study

This study is significant for several reasons. First, it contributes to the growing body of knowledge on the use of OSCE in nursing education, particularly within the Nigerian context. The findings of this research could provide valuable insights for nursing educators and administrators in Lagos State on the benefits and challenges of implementing OSCE as an assessment tool. Second, the study will help identify areas of improvement in the clinical assessment process, thereby informing policy decisions regarding assessment strategies in nursing colleges. Third, understanding the relationship between student performance and satisfaction with OSCE may guide future efforts to enhance nursing students’ learning experiences and overall competency.

1.6 Scope of the Study

The scope of this study is limited to nursing colleges in Lagos State that have adopted OSCE as part of their clinical assessment process. The study will focus on nursing students who have undergone OSCE as part of their clinical training, assessing their performance and satisfaction levels. The study will not extend to other forms of clinical assessment or to nursing colleges outside Lagos State.

1.7 Definition of Terms

Objective Structured Clinical Examination (OSCE): A modern method of assessing clinical skills, where students rotate through a series of stations, each designed to test a specific clinical skill or competency in a standardized manner (Harden et al., 1975).

Student Performance: The ability of students to demonstrate clinical competencies as assessed through OSCE, measured through scores or other objective evaluation criteria (Alinier, 2003).

Student Satisfaction: The degree to which nursing students feel content with the OSCE process, including aspects such as fairness, clarity, and the effectiveness of the assessment in measuring their clinical skills (Brouwers et al., 2017).

1.8 Organization of the Study

This study is organized into five chapters. Chapter One introduces the study, providing the background, statement of the problem, objectives, research questions, significance, and scope. Chapter Two reviews relevant literature on OSCE, its application in nursing education, and its effects on student performance and satisfaction. Chapter Three outlines the research methodology, including the study design, population, sampling techniques, and data collection procedures. Chapter Four presents the results of the data analysis, while Chapter Five discusses the findings, draws conclusions, and makes recommendations for nursing education in Lagos State.

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