Published Paper Details:

Introduction: The OSPE is an approach of clinical competence in which the components of competencies are assisting in a plan or structured way with attention being paid to the objectivity of the examination. It is the method of assessment where a student's competence is tested objectively rather than subjectively and the areas tested are carefully planned by examiners. The Objective Structured Practical Examination (OSPE) is a crucial assessment method in nursing education designed to evaluate students' clinical skills and competencies in a structured and objective manner. However, the knowledge of nursing students regarding OSPE often remains limited due to insufficient exposure and training. Objectives: 1. To evaluate the effectiveness of Structured Evaluation Program on knowledge regarding OSPE among B.Sc. Nursing III Semester Students. 2. To find the association between level of knowledge scores (Pre-test) regarding OSPE with their selected demographic variables. Materials and Methods: A pre-experimental one-group pre-test and post-test design was used for the study. A total of 50 B.Sc. Nursing III semester students were selected by using convenient sampling technique. A structured educational program on OSPE was implemented, and students' knowledge levels were assessed before and after the program using a standardized knowledge questionnaire. This study was conducted in B.Sc. Nursing III Semester students at Bora Institute of Allied Health Sciences, Lucknow. Results: There was a significant improvement in the students' knowledge regarding OSPE following the structured evaluation program. This was evidenced by the increase in post-test scores compared to pre-test scores, with a mean difference of 6.06, as confirmed by the paired samples t-test (t = 12.71, p < 0.001). This indicates that the structured evaluation program effectively enhanced the students' understanding of OSPE. Conclusion: The structured evaluation program was effective in enhancing students' knowledge regarding OSPE. Gender differences in knowledge improvement suggest the need for gender-sensitive educational interventions to ensure equitable learning outcomes. The study highlights the importance of integrating structured evaluation programs into nursing curricula to address knowledge gaps in key assessment methods and enhance students' preparedness for clinical practice. Future research should focus on exploring the long-term impact of such educational interventions and the underlying factors contributing to gender disparities in nursing education.