ASSESS THE EFFECTIVENESS OF VIDEO ASSISTED TEACHING PROGRAM ON KNOWLEDGE REGARDING OBJECTIVE STRUCTURED CLINICAL EXAMINATION (OSCE) AMONG NURSING STUDENTS

Background: The Objective Structured Clinical Examination (OSCE) is a widely accepted method for assessing clinical competence among nursing students. Despite its importance, many students lack adequate knowledge and confidence regarding OSCE due to limited exposure and insufficient preparation. Video Assisted Teaching Programs (VATP) have emerged as an innovative educational strategy to enhance students’ understanding and preparedness for competency-based assessments. This study was conducted to evaluate the effectiveness of VATP on knowledge regarding OSCE among nursing students. Objectives: To assess the pre-test level of knowledge regarding OSCE among nursing students. To evaluate the effectiveness of a Video Assisted Teaching Program on knowledge regarding OSCE among nursing students. To determine the association between pre-test knowledge scores and selected sociodemographic variables Methodology: A pre-experimental one-group pre-test and post-test research design was adopted. The study was conducted among 100 first-year B.Sc. Nursing students at Shridevi College of Nursing, Tumkur. Participants were selected using purposive sampling. Data were collected using a structured knowledge questionnaire consisting of 30 items related to OSCE. A pre-test was administered, followed by a Video Assisted Teaching Program on OSCE. The post-test was conducted seven days after the intervention. Descriptive and inferential statistics, including paired t-test and Fisher’s Exact Test, were used for data analysis. Results: The pre-test mean knowledge score was 21.13 ± 6.01, whereas the post-test mean knowledge score increased to 23.04 ± 4.08. The mean difference was 1.91 ± 4.29. The calculated paired t-value was 4.447, which was statistically significant (p < 0.05), indicating that the Video Assisted Teaching Program effectively improved students’ knowledge regarding OSCE. Among the socio-demographic variables, residence showed a significant association with pre-test knowledge levels (p = 0.01), while other variables such as age, gender, religion, parental education, and source of information showed no significant association. Conclusion: The study concluded that the Video Assisted Teaching Program was effective in enhancing knowledge regarding OSCE among first-year B.Sc. Nursing students. The intervention improved students’ understanding of the OSCE process and may help reduce anxiety and increase confidence in clinical examinations. The findings support the integration of video-assisted teaching strategies into nursing education to strengthen clinical competency and preparedness for objective structured assessments.