| 論文種別 | 原著(症例報告除く) |
| 言語種別 | 英語 |
| 査読の有無 | その他(不明) |
| 表題 | Inter-Rater Reliability in a Pre-Graduation Nursing Objective Structured Clinical Examination: A Kappa and Prevalence-Adjusted Bias-Adjusted Kappa Comparison of Technical Skill and Communication Items. |
| 掲載誌名 | 正式名：SAGE open nursing 略 称：SAGE Open Nurs ISSNコード：23779608/23779608 |
| 巻・号・頁 | 12,pp.23779608261417794 |
| 著者・共著者 | So Yayama, Atsushi Ohashi, Akemi Mitsui, Kanako Yamamoto |
| 発行年月 | 2026/01 |
| 概要 | BACKGROUND:Objective structured clinical examinations (OSCEs) are widely used to assess nursing students' clinical skills. However, ensuring consistent scoring between examiners remains difficult, particularly for subjective areas such as communication.PURPOSE:This study aimed to evaluate inter-rater agreement between two faculty examiners in a pre-graduation OSCE recommended for final-year pre-registration nursing students in Japan, comparing technical skill stations with communication-focused stations.METHODS:A total of 90 final-year nursing students completed two OSCE stations: one assessing technical procedures, the other assessing communication and patient education. Two examiners independently scored each aspect of performance using binary checklists. Inter-rater agreement was calculated using Cohen's kappa and prevalence- and bias-adjusted kappa.RESULTS:Higher inter-rater agreement was found for psychomotor items (e.g., auscultation) than for verbal or empathy-based items. In the technical station, agreement improved across successive circuits, suggesting examiner calibration. In contrast, in the communication station, agreement remained consistently low. Empathy-related items showed the greatest discrepancy between kappa and prevalence- and bias-adjusted kappa, highlighting challenges in evaluating subjective skills.CONCLUSIONS:OSCE inter-rater reliability was higher for objective technical skills than for subjective communication skills and empathy-related behaviors, among pre-registration nursing students.IMPLICATIONS FOR PRACTICE:Improving checklist clarity and providing targeted examiner training for communication and empathy-related items may enhance the reliability of OSCE scoring in nursing education. |
| DOI | 10.1177/23779608261417794 |
| PMID | 41625708 |