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|Title: ||ASSESSMENT OF THE FEASIBILITY OF OBJECTIVE STRUCTURED PRACTICAL EXAMINATION AMONG FINAL YEAR DIPLOMA NURSING STUDENTS IN GOVERNMENT AND PRIVATE COLLEGES IN ADDIS ABABA, ETHIOPIA.|
|Authors: ||ASEFASH, GEBRU G/MESKEL|
|Advisors: ||AMSALE CHERIE (RN, BA, MPH, PhD FELLOWSHIP)|
|Keywords: ||PRACTICAL EXAMINATION|
|Copyright: ||Jun-2011 |
|Date Added: ||3-May-2012 |
The way clinical performance is assessed is one of the determinants affecting clinical skill
training of nurses. The conventional method of clinical assessment is found to be subjective.
Objective Structured Practical Examination (OSPE) has been introduced in many countries
as a valid and reliable assessment tool. In Ethiopia, there is no experience in regard to the
feasibility of OSPE and its use to assess clinical performance of students.
The main objective of this study was to assess the feasibility and the clinical performance of
final year diploma nurse students using OSPE.
Methods and Materials
The study was done in Menlik II Health Science College and Central University located in
Addis Ababa. The study populations were final year diploma nurse students. The design of
study was descriptive cross-sectional. A total of 36 students 16 from Menilik II and 20 from
Central University were enrolled. In Central out of 3 campuses, Lanchia Campus was
selected randomly. Out of 35 students in Lanchia Campus 20 were chosen using simple
random sampling. Data were collected through a structured questionnaire, checklist, focus
group discussion and observation. The variables collected were age, clinical performance
score, feasibility of OSPE, perception of study subjects and barriers to skill training.
The mean age of the 36 students was 21.7 years. Out of 6 clinical competencies assessed
managing 3rd stage of labor, clean wound dressing, managing airway obstruction and
administering IM injection were poorly performed while that of measuring blood pressure
was good. Of the expected 1872 tasks to be performed by the 36 students in the 6 clinical
procedures 886(47.3%) were correctly performed. In addition, out of 52 steps expected to be
performed by a
student in the 6 procedures, the maximum steps performed by a student correctly were
35(67.3%). Among major deficiencies observed in the management of 3rd stage of labor was
inability to palpate the abdomen to rule out the presence of another baby 35 (97.2). In
addition, 31(86.1%) and 27(75.0%) of the students were unable to read the growth
monitoring chart and interpret temperature of a patient respectively.
Furthermore, instructors and students attitude towards OSPE was highly positive. Feasibility
study showed in each demonstration room a maximum of 10 stations could be organized. The
amount of time to conduct OSPE in each site was 290 minutes. OSPE was found feasible in a
small set up with few numbers of students. The result also showed the main barriers to
clinical training were instructors’ competency, coaching process, close supervision and
inadequate learning facilities.
Objective Structured Practical Examination is feasible in a small setup where the numbers of
students to be assessed are few. When the numbers of students are many, additional resource
is required. OSPE has demonstrated the clinical performance of the students to be weak.
Objective Structured Practical Examination was found feasible and should be introduced as
an additional clinical assessment tool.|
|Appears in:||Thesis - Nursing|
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