REVOLUTIONIZING NURSING EDUCATION: OSPE AS A CATALYST FOR SELF-ASSESSMENT AND REFLECTIVE LEARNING: A QUALITATIVE INQUIRY AMONG BSN STUDENTS

Abstract

Background: Innovative assessment strategies are crucial for transforming nursing education and preparing reflective, competent professionals. The Objective Structured Practical Examination (OSPE) has emerged as a pedagogical tool not only for evaluating clinical skills but also for promoting self-assessment and reflective learning. However, limited research has explored how BSN students experience OSPE as both a self-assessment tool and a reflective learning strategy (Solà et al., 2020; Clandinin & Connelly, 2019).

Aim: This study aimed to explore the perceptions of Bachelor of Science in Nursing (BSN) students regarding the role of OSPE as a catalyst for self-assessment and reflective learning in clinical education.

Methods: A qualitative design was employed using Braun and Clarke’s thematic analysis framework. Semi-structured interviews were conducted with BSN students who had participated in OSPE as part of their pediatric nursing clinical education. Data was analyzed inductively, leading to the emergence of key themes (Clarke & Braun, 2013).

Results: Four major themes were identified: (1) OSPE as a Tool for Clinical Competency and Skill Development, (2) Self-Assessment, Reflection, and Learning Insight, (3) Clinical Relevance and Real-World Application, and (4) Challenges and Barriers during OSPE. Participants perceived OSPE as a structured and meaningful assessment method that enabled them to reflect on their performance, improve clinical skills, and relate theoretical knowledge to practical contexts. However, emotional stress, unclear instructions, and logistical limitations were noted as barriers to optimal performance and reflection.

Conclusion: OSPE was recognized by students as a valuable strategy for fostering reflective practice and self-assessment in nursing education. Integrating structured reflection, feedback mechanisms, and faculty support within OSPE can further enhance its pedagogical impact. These findings contribute to the growing evidence advocating for assessment-driven learning approaches in nursing education.