PERSEPSI PELAJAR KEJURURAWATAN TERHADAP OBJECTIVE STRUCTURED CLINICAL EXAMINATION (OSCE)

Mazlina Hussain, Norizan Haron, Siti Rahayu Othman

Abstract


OSCE kerap digunakan dalam bidang kejururawatan kerana ia adalah kaedah penilaian yang tepat dan boleh dipercayai untuk menilai prestasi kemahiran klinikal serta teori pelajar secara serentak. Pelajar yang kurang terdedah dengan peperiksaan OSCE dan skema pemarkahan didapati akan memberi kesan terhadap kelancaran pelaksanaan penilaian ini. Kesan daripada kaedah penilaian OSCE ini telah memberikan lebih keyakinan kepada pelajar dalam pendedahan kepada keadaan sebenar bidang kejururawatan serta membolehkan pelajar untuk melakukan latihan praktikal dengan selamat dan cekap dalam menjamin kualiti pendidikan kejururawatan yang lebih efektif dan berkesan.  Terdapat satu kajian yang menyatakan persepsi pelajar terhadap OSCE menunjukkan bahawa pelajar gagal mengaitkan pengalaman klinikal semasa menjalani penilaian OSCE kerana disebabkan kekurangan latihan klinikal. Terdapat juga sesetengah pelajar merasakan hasil prestasi mereka semasa OSCE tidak sama seperti yang mereka lakukan semasa di lapangan klinikal. Mereka merasakan dapat melakukan latihan prosedur tertentu  dengan lebih baik semasa di latihan klinikal berbanding di OSCE. Oleh itu, kajian ini bertujuan menilai persepsi pelajar terhadap perlaksanaan OSCE yang dijalankan sebagai salah satu kaedah yang berkesan dalam penilaian pelajar serta mencari penambahbaikan yang diperlukan. Melalui beberapa sorotan kajian yang telah ditemui mendapati majoriti persepsi pelajar kejururawatan  tentang OSCE adalah bersetuju terhadap kesahihan kaedah penilaian ini. Pembelajaran secara realiti seperti persekitaran klinikal adalah penting bagi pelajar kejururawatan untuk menambahkan pengetahuan, kemahiran, sikap dan nilai sebagai jururawat berdaftar kelak. Secara tidak langsung, ia akan menggalakkan pelajar untuk menjadi lebih aktif dalam proses pembelajaran.


Keywords


Persepsi; Jururawat Pelatih; Objective Structured Clinical Examination (OSCE).

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