Abstract
Background: The researcher identified a problem in nursing education during COVID-19, when access to psychiatric institutions was restricted, resulting in a delay in the assessment of psychiatric nursing science students. This led to a recovery strategy that resulted in the utilisation of OSCE as a method of assessment for psychiatric nursing science (PNS) at the Gauteng Nursing College, despite the criticism against the use of OSCE for its lack of accuracy when simulating a psychiatric patient.
Aim: To determine lecturers’ perspectives on utilising OSCE, so that recommendations can be made to assist lecturers in utilising OSCE in PNS at the nursing college.
Design: This study was conducted using a qualitative, exploratory, and descriptive design that was contextual in nature.
Method: Data was collected using unstructured individual interviews. Ten participants who were PNS lecturers, employed at the nursing college, with a minimum of two years’ experience, and a willingness to participate in this study were interviewed until data saturation was achieved. Data was analysed using thematic qualitative data analysis; this method was used to code and develop the themes. Methods to ensure trustworthiness of the findings were followed. Ethical considerations of informed consent, autonomy, beneficence, non-maleficence, and principles of justice were guaranteed.
Findings: Three themes with three subthemes each were identified, through thematic data analysis. Lecturers perceived OSCE as an ineffective assessment strategy in PNS. Hence, it was underutilised, and viewed as a strategy that required careful planning as it had a potential to diminish the quality of patients’ care. Real-life assessment was preferred over OSCE, for it was considered difficult to fake psychiatric symptoms, and patients benefitted from real-life assessments, although the principles of assessment had to be followed. Technology could improve OSCE as it could save time, but lecturers would need training on OSCE to change their mindset.
Recommendations: The recommendations, based on the findings and the identified limitations of the study, include measures to promote the utilisation of OSCE in PNS, and are directed specifically to nursing education, nursing practice, and nursing research.
Conclusion: OSCE is applicable in the field of PNS, although it is currently not widely utilised; therefore, OSCE must first be used in formative assessment before it can be used in summative assessment to allow time to better prepare both the lecturers and the students.
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KEYWORDS
Objective Structured Clinical Examination, Psychiatric Nursing Science, Lecturers