Abstract overview:
The education and training of future healthcare professionals is currently reflecting a trend towards learning based on the development of the level of competence. Competence-based learning focuses on the student's ability to achieve the resulting knowledge, skills, and abilities and on the competencies that are essential for clinical practice. Achieving and verifying the student's readiness to enter clinical practice, in turn, presupposes a valuable and objective assessment of his knowledge and skills. The objectively structured clinical examination (OSCE) is a performance-based examination that allows for a standardized assessment of clinical skills. The OSCE examination is conducted in a simulated environment in which students perform various clinical tasks and examiners evaluate them using standardized assessment tools (checklists).

Aims and objectives:
The survey aimed to evaluate the assessment tools (checklists) we created and identify the most common errors in the implemented nursing procedures that are part of the education in the course Nursing Techniques in Midwifery 1.

Method:
During the winter semester of the 2024/2025 academic year, we conducted the final exam in the course Nursing Techniques in Midwifery 1 using the OSCE method. The exam was attended by 30 first-year students, whose performance was assessed using checklists at three stations independently by three evaluators.

Results:
We evaluated checklists that were focused on the preparation and implementation of nursing procedures such as the introduction of NGS, feeding via NGS, total bed bath, newborn bath, cleansing enema, blood pressure measurement, direct catheterization, permanent catheterization, application of i.m., s.c. injections and venous and capillary blood sampling. A total of 30 students completed the exam (1 student = 3 stations), i.e., a total of 98 checklists were evaluated. The average percentage success rate of the performed procedures was 73.8% (minimum 47% - preparation and application i.m., maximum 96% - application of anticoagulants s.c.). The most frequently identified errors in the implementation of procedures by students included errors in the area of the so-called soft skills (obtaining consent for the procedure and verifying the patient's identity) and errors in procedural skills (hand disinfection before and after the procedure, checking devices, failure to ensure correct positioning before and after the procedure, lack of repeated inspection of the doctor's office, documenting the procedure, but also errors related to diluting medications).

Conclusion:
OSCE assessment is objective, based on the same procedures for performing nursing tasks, with a thorough content of performance assessment. Its introduction into teaching will contribute to the effectiveness of clinical competencies and the improvement of the resulting skills of midwifery students.