Qualitative content analysis experiences with objective structured clinical examination among Korean nursing students.
OBJECTIVE
The aim of this study was to explore the experiences of Korean nursing students with an objective structured clinical examination (OSCE) assessment regarding the 12 cranial nerves using qualitative content analysis.


METHODS
Qualitative content analysis was used to explore the subjective experiences of nursing baccalaureate students after taking the OSCE. Convenience sampling was used to select 64 4th year nursing students who were interested in taking the OSCE. The participants learned content about the 12 cranial nerve assessment by lectures, demonstrations, and videos before the OSCE. The OSCE consisted of examinations in each of three stations for 2 days. The participants wrote information about their experiences on sheets of paper immediately after the OSCE anonymously in an adjacent room. The submitted materials were analyzed via qualitative content analysis.


RESULTS
The collected materials were classified into two themes and seven categories. One theme was "awareness of inner capabilities", which included three categories: "inner motivation", "inner confidence", and "creativity". The other theme was "barriers to nursing performance", which included four categories: "deficiency of knowledge", "deficiency of communication skill", "deficiency of attitude toward comfort", and "deficiency of repetitive practice".


CONCLUSIONS
This study revealed that the participants simultaneously experienced the potential and deficiency of their nursing competency after an OSCE session on cranial nerves. OSCE also provided the opportunity for nursing students to realize nursing care in a holistic manner unlike concern that OSCE undermines holism.
College of Nursing, Catholic University of Daegu, Daegu.
Kae-Hwa
KH
Jo
Gyeong-Ju
GJ
An
D003391:Cranial Nerves; D004506:Education, Nursing; D006801:Humans; D056910:Republic of Korea; D013338:Students, Nursing / Q000523:psychology*
nursing student; objective structured clinical examination; qualitative content analysis