Undergraduate nursing students' subjective attitudes to curriculum for Simulation-based objective structured clinical examination

Background: The objective structured clinical examination (OSCE) is an effective educational method to evaluate the clinical competencies of students.

Objective: To identify undergraduate nursing students' subjective attitudes to a curriculum for simulation-based OSCE (C-SOSCE).

Design: Q methodology was used since it integrates the use of quantitative and qualitative methods.

Participants: A convenience P-sample consisting of 44 third-year nursing students.

Methods: Forty selected Q-statements were obtained from each participant and were classified into a normal distribution by using a 9-point bipolar scale. The collected data were analyzed using the pc-QUANL program.

Results: Three discrete factors emerged: Factor I (C-SOSCE stimulates self-study; self-directed learning perspectives), Factor II (C-SOSCE promotes self-confidence; practical learning perspectives), and Factor III (C-SOSCE needs proficient personnel; constructive learning perspectives).

Conclusions: Subjective positions of the three factors that were identified can be applied during the planning stages of an effective C-SOSCE. These findings establish a baseline that will lead to further research.