PERCEPTIONS OF THE RELEVANT STAKEHOLDERS REGARDING OSCE AS AN EFFECTIVE ASSESSMENT METHOD IN NURSING EXAMINATION

Background: Objective Structured Clinical Examination (OSCE) is a widely recognized method for assessing clinical competencies in nursing education, offering a structured and objective evaluation of students' psychomotor, cognitive, and affective domains. Unlike conventional practical examinations, OSCE reduces subjectivity and enhances reliability. Despite its proven effectiveness, its implementation in nursing education in developing countries remains limited. Understanding stakeholder perceptions is crucial for optimizing OSCE execution. This study explores the views of students, examiners, and policymakers on OSCE as an assessment tool in nursing education. Objective: To explore the perceptions of relevant stakeholders regarding OSCE as an effective assessment tool in nursing examinations. Methods: A qualitative exploratory-descriptive study was conducted among ten stakeholders, including six Bachelor of Science in Nursing (BSN) students and four nursing faculty members. Participants were selected using purposive sampling. Data were collected through in-depth individual interviews, audio-recorded with consent. Transcribed data were analyzed using thematic analysis following Lincoln and Guba’s framework to ensure credibility, dependability, confirmability, and transferability. Ethical approval was obtained from the ethical committee of Rehman Medical Institute. Results: Three main themes emerged: perceptions regarding OSCE, resources for OSCE, and challenges faced during OSCE. Within these, subthemes included purpose, station design, benefits, reliability, validity, availability of standardized patients, integration of technology, space constraints, student anxiety (80%), examiner bias (70%), inadequate resources (75%), and exam content leaks (60%). While 90% of respondents considered OSCE fair and systematic, 85% acknowledged its role in skill enhancement, and 88% found it beneficial in boosting student confidence. However, 65% identified limited standardized patient availability as a barrier. Conclusion: Stakeholders viewed OSCE as a valid and effective assessment method in nursing education. Ensuring adequate resources, examiner training, and structured student preparation is essential for optimizing OSCE implementation.