Objective structured clinical examination in nursing education: a comprehensive review

Rajkannan N.; Niky Mathew; Gowthami B. N.; Nandeesh Kumar P. R.; Deepu B. N.; Sahana I. N.; Madhusmitha R.

doi:10.18203/2320-6012.ijrms20260652

Authors

Rajkannan N. Department of Psychiatric Nursing, Cauvery College of Nursing, Mysuru, Karnataka, India
Niky Mathew Department of Obstetrics and Gynaecological Nursing, Cauvery College of Nursing, Mysuru, Karnataka, India
Gowthami B. N. Department of Medical-Surgical Nursing, Cauvery College of Nursing, Mysuru Karnataka, India
Nandeesh Kumar P. R. Department of Medical-Surgical Nursing, Cauvery College of Nursing, Mysuru Karnataka, India
Deepu B. N. Department of Community Health Nursing Cauvery College of Nursing, Mysuru Karnataka, India
Sahana I. N. Department of Medical-Surgical Nursing, Cauvery College of Nursing, Mysuru Karnataka, India
Madhusmitha R. Department of Obstetrics and Gynaecological Nursing, Cauvery College of Nursing, Mysuru, Karnataka, India

DOI:

https://doi.org/10.18203/2320-6012.ijrms20260652

Keywords:

OSCE, Nursing education, Clinical competence, Competency-based education, Simulation

Abstract

The preparation of clinically competent nurses is a fundamental responsibility of nursing education systems worldwide. Conventional assessment approaches in nursing education frequently prioritize knowledge acquisition over integrated clinical performance, thereby providing an incomplete representation of a student’s readiness for real-world practice. As nursing roles expand in complexity and responsibility, assessment strategies must evaluate not only theoretical understanding but also the application of skills, clinical reasoning, communication, and professional behaviour. The Objective Structured Clinical Examination (OSCE) emerged as an assessment methodology designed to systematically evaluate the application of clinical knowledge, skills, and professional behaviours in controlled practice settings. This review examines the conceptual foundations, historical development, structural design, implementation strategies, educational impact, strengths, limitations, and future directions of OSCE in nursing education. Particular emphasis is placed on nursing-specific competencies such as psychomotor proficiency, clinical decision-making, communication, ethical practice, professionalism, and patient safety within competency-based curricula. Evidence from national and international literature supports OSCE as a valid and reliable assessment approach that enhances clinical preparedness, accountability, and professional confidence among nursing students.

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