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., S., Ruhyanudin, F., & ., R. (2023). Objective Structured Clinical Examination (OSCE) Laboratory Learning Management for Nursing Students. KnE Medicine, 3(2), 549–552. https://doi.org/10.18502/kme.v3i2.13090

https://doi.org/10.18502/kme.v3i2.13090

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authors

  • Sunardi .

    Sunardi .

    Department of Nursing, Faculty of Health Sciences, University of Muhammadiyah Malang
    https://orcid.org/0000-0002-2501-9694
  • Faqih Ruhyanudin

    Faqih Ruhyanudin

    Department of Nursing, Faculty of Health Sciences, University of Muhammadiyah Malang
  • Rahayu .

    Rahayu .

    Department of Nursing, Faculty of Health Sciences, University of Muhammadiyah Malang

Published Date

  • Mar 8, 2023

Objective Structured Clinical Examination (OSCE) Laboratory Learning Management for Nursing Students

KnE Medicine / 2nd International Conference on Medical Health Science (2nd ICMEDH) / Pages 549–552

Abstract

Objective Structured Clinical Examination (OBSCE) is used at the end of skill lab learning to determine students’ success in learning a skill given by the lecturer. This research aims to identify UMM Nursing Students in terms of nursing student values regarding OSCE Laboratory learning. This research is descriptive. The sample of 2016 PSIK students in Classes A and B of the University of Muhammadiyah Malang in the BLOK KMB 1 course was 84 respondents. Sampling was done using value blanks from the OSCE results for the BLOK KMB 1 course. Data analysis used a univariate analysis test. The results showed that nursing students who took part in the OSCE had good average scores when viewed by category. The results of OSCE laboratory learning for nursing students in the 2016 BLOCK KMB 1 course are very good, where the distribution of average scores, grades by category, and grades and categories show that more students get very good and good grades.


Keywords: learning outcomes, OSCE, nursing students

References
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[2] Fidment S. The Objective Structured Clinical Exam (OSCE): A Qualitative Study Exploring the Healthcare Student’s Experience. Student Engagem. Exp. J. 2012;1(1):1– 11.

[3] Colbert-Getz JM, Fleishman C, Jung J, Shilkofski N. How do gender and anxiety affect students’ self-assessment and actual performance on a high-stakes clinical skills examination? Acad Med. 2013 Jan;88(1):44–8.

[4] Wan Risa Mailina EA. Zulharman, Hubungan Efikasi Diri dengan Nilai Objective Structured Clinical Examination (OSCE) pada Mahasiswa Tahun Ketiga Fakultas Kedokteran Universitas Riau. Angew. Chemie Int. Ed. 2018;2(2):10–27.