Keywords
Nursing Faculty
Knowledge and Attitude
Simulation-Based Education and Assessment Methods
How to Cite
Abstract
Background
The Objective Structured Clinical Examination (OSCE) is an innovative assessment tool that evaluates clinical skills objectively and fairly. Although widely practiced internationally, its adoption in nursing education within Pakistan remains limited. Faculty members play a critical role in ensuring the effective planning, implementation, and evaluation of OSCE, yet their knowledge and perceptions remain underexplored.
Aim
This study aimed to assess the knowledge, attitudes, and perceptions of nursing faculty in Lahore, Pakistan, regarding the application of OSCE in nursing education.
Methods
A mixed-methods design was employed, involving a cross-sectional survey of 160 nursing faculty members from selected institutions in Lahore and in-depth interviews with 12 participants. A validated questionnaire assessed knowledge and attitudes quantitatively, while semi-structured interviews provided qualitative insights.
Results
Findings revealed that 42.5% of participants demonstrated good knowledge of OSCE, and 59.4% reported positive attitudes toward its implementation. Knowledge levels were significantly associated with younger age and higher qualifications, while positive attitudes correlated with teaching experience. Thematic analysis of qualitative data highlighted five major themes: perceived benefits of OSCE (fairness, objectivity), implementation challenges (limited resources, workload), lack of faculty training, impact on students (skill enhancement and anxiety), and the need for institutional support.
Conclusion
The study concludes that nursing faculty generally recognize OSCE as a valuable assessment method, but resource constraints and inadequate training hinder its effectiveness. Strengthening faculty development programs, ensuring institutional support, and promoting collaborative efforts are essential for sustainable integration of OSCE into nursing education in Pakistan.