Introduction: Mechanical ventilation (MV) is a critical skill for healthcare professionals, yet traditional teaching methods often fail to adequately prepare students. This study evaluates the effectiveness of an innovative Group-Based Reverse OSCE. Methods: A quasi-experimental study was conducted with 70 nursing students randomly assigned to either the Reverse OSCE group (n=35) or traditional lecture-based group (n=35). The intervention consisted of a 10-hour workshop featuring five interactive OSCE stations covering ventilator hardware, settings, modes, and alarm management. Knowledge and skills were assessed using validated pre- and post-tests, with statistical analysis performed via independent and paired t-tests (SPSS v25).
Study Type
INTERVENTIONAL
Allocation
RANDOMIZED
Purpose
OTHER
Masking
NONE
Enrollment
70
in this educational intervention, nursing students are allocated to the reverse OSCE group in which the OSCE is being used for teaching mechanical ventilation education instead of acquiring test from student.
Torbat-e Heydariyeh University of Medical Sciences
Torbat-e Ḩeydarīyeh, Iran
Mechanical ventilation knowledge
To assess students' knowledge and clinical reasoning in mechanical ventilation, a researcher-developed, mixed-format questionnaire was used. The tool included 20 items such as multiple-choice questions, clinical scenarios, calculation-based items (e.g., RSBI, ventilator settings), and graphic interpretation tasks. Content areas covered ventilator modes, complications, alarm settings, ABG analysis, and weaning criteria, designed in alignment with recent guidelines including the American Heart Association (2023).
Time frame: 1 day
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