UNVEILING THE HIDDEN STRUGGLES: A PHENOMENOLOGICAL INQUIRY INTO NURSING STUDENTS’ EXPERIENCES WITH OSCE IN INDIA.

Author Name: 1. Dhwani Gohil, 2. Priyanka Patanwadia, 3. Abhilash Patil

Volume/Issue: 06/02

Country: India

DOI NO.: 08.2020-25662434 DOI Link: https://doi-ds.org/doilink/07.2025-88711755/UIJIR

Affiliation:

1. Assistant Professor, Department of Obstetrics and Gynecological Nursing, Faculty of Nursing, Parul University, Vadodara, Gujarat, India.
2. Assistant Professor, Department of Obstetrics and Gynecological Nursing, Faculty of Nursing, Parul University, Vadodara, Gujarat, India.
3. Clinical Instructor, Department of Medical Surgical Nursing, Faculty of Nursing, Parul University, Vadodara, Gujarat, India.

ABSTRACT

The Objective Structured Clinical Examination (OSCE) has become a global standard for evaluating clinical competence in nursing education. Despite its perceived objectivity, nursing students often encounter significant emotional, cognitive, and logistical challenges during OSCE. This review article synthesizes current literature and qualitative evidence to examine the lived experiences of nursing students, particularly in the Indian context, through a phenomenological lens. Key challenges identified include performance anxiety, time constraints, lack of realism in simulations, evaluator inconsistency, and organizational inefficiencies. The review also offers evidence-based strategies to address these challenges and enhance the fairness, validity, and educational value of OSCE assessments.

Key words: OSCE, phenomenology, nursing students, clinical assessment, India, qualitative review, student experience, simulation