T he system of education has taken a wide range of dimensions making the process effective in order to attain the best effective skills. The Objective Structured Clinical Examination (OSCE) is a modern type of examination often used in health sciences. It is designed to test clinical skill perfor- mance and competencies in a range of skills. The OSCE is the gold standard and universal format to assess the clinical competence of students in a com- prehensive, reliable and valid manner Majumder et al (2019). The OSCE was hypothesised in the 1960’s by Harden and rst reported in the British Medical Journal (Newble, 2004). Although OSCE was initial- ly a UK invention, medical schools across the West- ern world have increasingly adopted the idea such that by the 1990’s its use across North America, Canada, Australia and other Western countries was widespread. In Canada it was made compulsory for their national state board examinations. Within a few years it also spread beyond medical education to other health care professions including radiology, physiotherapy and nursing (Rushforth, 2007). According to Newble, “The OSCE is not a test method in the same way as an essay or multi- ple-choice questions. It is basically an organisation OSCE: Nursing Students’ Perception, Satisfaction and Feedback The authors are: 1. Vice Principal and HOD, Department of OBG; 2. Associate Professor, Department of OBG; 3. Deputy Chief Nursing ofcer BMH & HOD, Department of Child Health Nursing, all at Baby Memorial College of Nursing, Kozhikode (Kerala). Abstract The modern era has undergone tremendous change in the educational system especially in evaluation methodology of students. One such evaluator measure is the Objective Structured Clinical Examination (OSCE). This study was undertaken to explore the perceptions of students on OSCE, assess their level of satisfaction and identify their feedback. A descriptive survey design was adopted for the study and it was conducted at Baby memorial College of Nursing, Kerala among 46 nursing students who had attended OSCE as a part of their practical exam- ination. Consecutive sampling technique was used to identify the subjects. The results showed that there were diverse degrees of perception among students towards OSCE and majority (43%) of them were highly satised with the OSCE. The subjects opined OSCE as a good meth- od of evaluation which was stress-free and time-bound and helped to improve practical skills and knowledge. The subjects also found that OSCE was helpful in identifying the weakest areas of their competencies and was more exible. Few of the subjects suggested that it was very hard to communicate with dummies and clinical examination would be better than OSCE. Key words: OSCE, Clinical evaluation, Satisfaction framework consisting of multiple stations around which students rotate and at which students per- form and are assessed on specic tasks”. The two major underlying principles of the OSCE are ‘objectivity’ and ‘structure’. Objectivity predominantly depends on a standardised marking scheme and the same trained examiner by serving the same task for every student. A well-structured OSCE station, on the other hand, has a stan- dardised station design assessing a specic clinical task that is blueprinted before the exam, aligned with the curriculum outcome (Fouad et al, 2019). The OSCE is an authentic tool for performance- based assessment in simulated and safe environments so it is most commonly used for clinical assessment in undergraduate medical education. The rocketing episodes of the corona pandemic and the restrictions of lockdown had made life and education miserable especially for students who were graduating in care of real-life patients. In order to resolve these hurdles, the educational institutions were given alternatives in selecting this modern type of an examination (OSCE). Based on the principles and the procedures, the OSCE was recommended to be conducted among the nursing students as a summative form of assessment by the university. OSCE challenges the professional to be innovative, reveals their errors in case handling and provides open space for better decision considering the evidence-based practice for real world responsibilities. 189