Educational Effects of OSCE Module Development Activity on Student Nurses

Han, Mi Hyun

Abstract

PURPOSE: Objective Structured Clinical Examination (OSCE) has been used for clinical skill evaluation. This study was done investigate whether there are positive impact educational effects if nursing students are invited to develop OSCE modules. METHOD: The participants were 63 second-year students in one nursing college. Students were divided into 3 groups; the OSCE module development group (Exp1), traditional study group (Exp2), and control group (Cnt). Students were allocated according to clinical skill test scores to make the 3 groups equal. Exp1 developed OSCE modules, and Exp2 studied using traditional methods. Clinical skill tests and surveys were done to measure self-directed readiness, problem-solving ability, and self-efficacy before and after experimental treatments.
RESULTS
Clinical skill test scores increased significantly in all three groups, but Exp1 and Exp2 showed a higher clinical skill test score increment than Cnt. Self-directed readiness scores increased significantly in Exp1, but not in Exp2 and Cnt. Problem-solving ability scores increased significantly in Exp1 compared to Cont.
CONCLUSION
Development of OSCE modules has positive educational effects for participating students in terms of clinical skill tests, self-directed readiness, and problem-solving ability.