BackgroundrnThe way clinical performance is assessed is one of the determinants affecting clinical skillrntraining of nurses. The conventional method of clinical assessment is found to be subjective.rnObjective Structured Practical Examination (OSPE) has been introduced in many countriesrnas a valid and reliable assessment tool. In Ethiopia, there is no experience in regard to thernfeasibility of OSPE and its use to assess clinical performance of students.rnObjectivernThe main objective of this study was to assess the feasibility and the clinical performance ofrnfinal year diploma nurse students using OSPE.rnMethods and MaterialsrnThe study was done in Menlik II Health Science College and Central University located inrnAddis Ababa. The study populations were final year diploma nurse students. The design ofrnstudy was descriptive cross-sectional. A total of 36 students 16 from Menilik II and 20 fromrnCentral University were enrolled. In Central out of 3 campuses, Lanchia Campus wasrnselected randomly. Out of 35 students in Lanchia Campus 20 were chosen using simplernrandom sampling. Data were collected through a structured questionnaire, checklist, focusrngroup discussion and observation. The variables collected were age, clinical performancernscore, feasibility of OSPE, perception of study subjects and barriers to skill training.rnResultrnThe mean age of the 36 students was 21.7 years. Out of 6 clinical competencies assessedrnmanaging 3rd stage of labor, clean wound dressing, managing airway obstruction andrnadministering IM injection were poorly performed while that of measuring blood pressurernwas good. Of the expected 1872 tasks to be performed by the 36 students in the 6 clinicalrnprocedures 886(47.3%) were correctly performed. In addition, out of 52 steps expected to bernperformed by arnstudent in the 6 procedures, the maximum steps performed by a student correctly werern35(67.3%). Among major deficiencies observed in the management of 3rd stage of labor wasrninability to palpate the abdomen to rule out the presence of another baby 35 (97.2). Inrnaddition, 31(86.1%) and 27(75.0%) of the students were unable to read the growthrnmonitoring chart and interpret temperature of a patient respectively.rnFurthermore, instructors and students attitude towards OSPE was highly positive. Feasibilityrnstudy showed in each demonstration room a maximum of 10 stations could be organized. Thernamount of time to conduct OSPE in each site was 290 minutes. OSPE was found feasible in arnsmall set up with few numbers of students. The result also showed the main barriers tornclinical training were instructorsâ€™ competency, coaching process, close supervision andrninadequate learning facilities.rnConclusionrnObjective Structured Practical Examination is feasible in a small setup where the numbers ofrnstudents to be assessed are few. When the numbers of students are many, additional resourcernis required. OSPE has demonstrated the clinical performance of the students to be weak.rnRecommendationrnObjective Structured Practical Examination was found feasible and should be introduced asrnan additional clinical assessment tool