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Pathak A, Venkatesh V, Agarwal A, Chopra J. Evaluating the Role of Objective Structured Clinical Examination as a Summative Assessment Tool in Undergraduate and Postgraduate Psychiatry Residents. Cureus 2024; 16:e67640. [PMID: 39314613 PMCID: PMC11417283 DOI: 10.7759/cureus.67640] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 08/23/2024] [Indexed: 09/25/2024] Open
Abstract
BACKGROUND The Objective Structured Clinical Examination (OSCE) is the gold standard and universal format to assess medical students' clinical competence in a comprehensive, reliable, and valid manner. OSCE is gaining global popularity for assessing medical students in various specialties. Our country uses it in multiple disciplines, but its application in psychiatry remains limited. OSCE is a resource-demanding assessment method that can face numerous challenges. A comprehensive assessment of perceptions regarding OSCE can help identify areas that need improvement. Therefore, this study was conducted to assess the perceptions of students and examiners toward OSCE in psychiatry. AIMS AND OBJECTIVES This study aims to evaluate the role of Objective Structured Clinical Examination as a summative assessment tool in assessing competency in undergraduate (as part of their ward leaving examinations in psychiatry) and postgraduate psychiatry residents (as part of their six-monthly assessments) and analyze the perceptions of students as well as of the faculty members regarding OSCE. METHODS Six MD students and 49 MBBS students took the OSCE as part of their ward-level exams in psychiatry. In the presence of four faculty members of the psychiatry department, students completed their six-month summative exams. The OSCE was held at separate times for UG and PG students. UG and PG students utilized different stations (PG students had a harder level). A 10-item questionnaire was given to examiners and students at the end of the OSCE to get their opinions regarding the OSCE. Furthermore, data gathered from the faculty through an open-ended questionnaire was compiled and displayed thematically. Since the Likert scale survey generated ordinal data, the statistical analysis was conducted using the median, interquartile range (IQR), and chi-square test. The chi-square test was used to compare the variables. A P-value of less than 0.05 was deemed statistically noteworthy. RESULTS Four faculty members and fifty-five students in all answered the questionnaire. Regarding the OSCE's characteristics, validity, reliability, and transparency, the majority of students expressed positive opinions. In a similar vein, most examiners had positive perceptions pertaining to OSCE's administration, structure, and procedures. Certain areas, such as "improved confidence in teaching clinical skills" and "improved confidence in giving students structured feedback," were also emphasized by thematic analysis of faculty members. CONCLUSION In general, both students and examiners had extremely favorable perceptions of and embraced the OSCE. Improved faculty orientation and student preparation for the OSCE may help allay anxiety and overcome hesitation related to the exam.
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Affiliation(s)
- Abhishek Pathak
- Psychiatry, Hind Institute of Medical Sciences, Sitapur, IND
| | | | - Anjoo Agarwal
- Obstetrics and Gynaecology, King George's Medical University, Lucknow, IND
| | - Jyoti Chopra
- Anatomy, King George's Medical University, Lucknow, IND
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Emblemsvåg MS. Nursing students' experiences with test-enhanced learning in teams: A cross-sectional study. NURSE EDUCATION TODAY 2024; 138:106188. [PMID: 38554567 DOI: 10.1016/j.nedt.2024.106188] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/26/2023] [Revised: 03/18/2024] [Accepted: 03/24/2024] [Indexed: 04/01/2024]
Abstract
BACKGROUND Many nursing students struggle with the disciplines of biosciences, particularly Anatomy, physiology, and biochemistry, which are introduced in the first year. Nursing students' motivation, prior knowledge, and academic performance matter, but teaching methods may also influence students' learning process. Retrieving knowledge through testing has previously proven to enhance learning to a greater extent than time spent on other classroom activities. OBJECTIVE The aim of this study was to explore nursing students' experiences with test-enhanced learning as a way of enhancing learning in Anatomy, physiology, and biochemistry. DESIGN The lectures in each topic were followed by testing five days later. The tests were typically multiple-choice tests with short reply-times. The effect was measured in terms of students' self-reported level of satisfaction with test-enhanced learning, and their performance on the final exam in Anatomy, physiology, and biochemistry. The tests were performed in teams to avoid stressful situations that could negatively affect the students' learning process. RESULTS A key achievement from introducing test-enhanced learning in the Anatomy, physiology, and biochemistry course was a perceived higher learning outcome and increased engagement and motivation among the students, resulting in resulting in more students achieving the highest grades (A and B). However, the students' academic results from upper secondary school also seemed to matter for their achievements on the final exam. CONCLUSION These results indicated that many students benefited from test-enhanced learning, suggesting that test-enhanced learning can be an important teaching strategy in nursing education, particularly for biosciences.
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Affiliation(s)
- Marianne Synnes Emblemsvåg
- Department of Health Sciences in Ålesund, Faculty of Medicine and Health Sciences, Norwegian University of Science and Technology (NTNU), Norway.
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Park KY, Park HK, Shin JS, Kim T, Jung Y, Seo MY, Bouphavanh K, Sengchanh S, Inthachack K. Outcome Evaluation of a Transnational Postgraduate Capacity-Building Program Using the Objective Structured Clinical Examination. EVALUATION REVIEW 2023; 47:680-700. [PMID: 36840345 DOI: 10.1177/0193841x231160805] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/18/2023]
Abstract
Previous studies have applied interview-oriented self-reported or peer-centered evaluation methods, rather than an objective and quantitative method, to evaluate outcome of a postgraduate capacity-building program and have mainly focused on the cognitive level. To investigate the feasibility of the objective structured clinical examination (OSCE) in an international setting and report the results of the outcome evaluation for the behavioral aspect. A case-control study. Ninety examinees divided into 2 case-control groups: 17 program-experienced doctors and 17 control doctors in the first group, and 28 mentees of the program-experienced doctors and 28 control doctors in the second group. A six-station OSCE was implemented. The OSCE scores were measured to evaluate (1) the direct educational effect regarding learning in the first group and (2) the indirect educational effects regarding transfer in the second group. Written questionnaire and interview data were collected for qualitative analysis. The quantitative results of the overall or subcomponent OSCE scores indicated no significant differences in the comparisons of the first and second case-control groups. The qualitative data indicated that the program improved participants' medical knowledge, skills, and self-confidence, however, it also revealed limited learning environment provided by the program. This transnational study has demonstrated the process for introducing and successfully completing the testing of an OSCE in Laos. Discrepancy in the goals of the OSCE and the education program limited the usefulness of OSCE as an assessment tool, leading to the lack of significant differences in its results.
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Affiliation(s)
- Kye-Yeung Park
- Department of Family Medicine, Hanyang University College of Medicine, Seoul, Korea
| | - Hoon-Ki Park
- Department of Family Medicine, Hanyang University College of Medicine, Seoul, Korea
| | - Jwa-Seop Shin
- Department of Medical Education, Seoul National University College of Medicine, Seoul, Korea
| | - Taejong Kim
- KDI School of Public Policy and Management, Seoul, Korea
| | - Youngjoo Jung
- KDI School of Public Policy and Management, Seoul, Korea
| | - Min Young Seo
- KDI School of Public Policy and Management, Seoul, Korea
| | | | - Sourideth Sengchanh
- Education Development Center, University of Health Sciences, Vientiane, Lao PDR
| | - Ketmany Inthachack
- Education Development Center, University of Health Sciences, Vientiane, Lao PDR
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Al-Hashimi K, Said UN, Khan TN. Formative Objective Structured Clinical Examinations (OSCEs) as an Assessment Tool in UK Undergraduate Medical Education: A Review of Its Utility. Cureus 2023; 15:e38519. [PMID: 37288230 PMCID: PMC10241740 DOI: 10.7759/cureus.38519] [Citation(s) in RCA: 3] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 05/04/2023] [Indexed: 06/09/2023] Open
Abstract
The Objective Structured Clinical Examination (OSCE) is a globally established clinical examination; it is often considered the gold standard in evaluating clinical competence within medicine and other healthcare professionals' educations alike. The OSCE consists of a circuit of multiple stations testing a multitude of clinical competencies expected of undergraduate students at certain levels throughout training. Despite its widespread use, the evidence regarding formative renditions of the examination in medical training is highly variable; thus, its suitability as an assessment has been challenged for various reasons. Classically, Van Der Vleuten's formula of utility has been adopted in the appraisal of assessment methods as means of testing, including the OSCE. This review aims to provide a comprehensive overview of the literature surrounding the formative use of OSCEs in undergraduate medical training, whilst specifically focusing on the constituents of the equation and means of mitigating factors that compromise its objectivity.
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Affiliation(s)
| | - Umar N Said
- Trauma and Orthopaedics, Huddersfield Royal Infirmary, Huddersfield, GBR
| | - Taherah N Khan
- General Medicine, Worcestershire Acute Hospital NHS Trust, Worcestershire, GBR
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Alaskar A, Subbarayalu AV, Alfaraj E, Ibrahim Ramzi O, Saleh Alameri N, Alhababi A, Vijayan M. Health science students’ perceptions about Objective Structured Clinical Examination (OSCE) as a method of clinical evaluation. ELECTRONIC JOURNAL OF GENERAL MEDICINE 2022. [DOI: 10.29333/ejgm/12466] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/21/2022]
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Kirwan C, Szafranska M, Coveney K, Horton S, Carroll L. Midwifery students' experiences of objective structured clinical examinations: A qualitative evidence synthesis. NURSE EDUCATION TODAY 2022; 113:105381. [PMID: 35489328 DOI: 10.1016/j.nedt.2022.105381] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/23/2021] [Revised: 04/08/2022] [Accepted: 04/15/2022] [Indexed: 06/14/2023]
Abstract
OBJECTIVES To identify and synthesise the evidence of midwifery students' views and experiences of Objective Structured Clinical Examinations (OSCEs). DESIGN A qualitative evidence synthesis was undertaken using Thomas and Harden's synthesis methods and reported according to the ENTEREQ guidelines. DATA SOURCES PubMED, CINAHL Plus, Embase, ERIC, PsycINFO, Social Science Citation Index (via Web of Science) and Scopus were searched from inception to 19th February 2020 and an updated search was performed on 12th May 2021 to identify qualitative and mixed method studies, reporting qualitative data of undergraduate midwifery students' views and experiences of OSCEs. REVIEW METHODS Studies were independently screened by title and abstract according to a predetermined inclusion and exclusion criteria. Full text review was then conducted independently by two authors. Studies providing qualitative data on undergraduate midwifery students' views and experiences of OSCEs during their midwifery registration education programmes were included. Quality appraisal was performed using the Critical Appraisal Skills Programme (CASP) tool. Data synthesis was performed using Thomas and Harden's thematic synthesis method. RESULTS Eleven studies were identified and included. Thematic synthesis identified 13 descriptive themes which translated into four analytical themes that represented midwifery students' views and experiences of OSCEs: the preparation phase, the assessment phase, the feedback phase and the translation phase. CONCLUSIONS This synthesis offers insight into undergraduate midwifery students' views and experiences of OSCEs and how they are experienced across four phases. This is determined to be a useful structure to guide midwifery educators and researchers in their consideration of the student experience of OSCEs in the future. Midwifery students in this synthesis reported high levels of nervousness, anxiety, and stress during the OSCE process. The findings reveal that there are a number of controllable factors impacting on midwifery students' feelings of safety in the assessment environment, and that these should be addressed to maximise the advantages that the OSCE has to offer in terms of learning and preparation for clinical practice.
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Affiliation(s)
- Ciara Kirwan
- School of Nursing, Midwifery & Health Systems, University College Dublin, Ireland.
| | - Marcelina Szafranska
- School of Nursing, Midwifery & Health Systems, University College Dublin, Ireland.
| | - Kate Coveney
- School of Nursing, Midwifery & Health Systems, University College Dublin, Ireland.
| | | | - Lorraine Carroll
- School of Nursing, Midwifery & Health Systems, University College Dublin, Ireland.
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Hall EJ, Baillie S, Hunt JA, Catterall AJ, Wolfe L, Decloedt A, Taylor AJ, Wissing S. Practical Tips for Setting Up and Running OSCEs. JOURNAL OF VETERINARY MEDICAL EDUCATION 2022; 50:e20220003. [PMID: 35617627 DOI: 10.3138/jvme-2022-0003] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/15/2023]
Abstract
Objective structured clinical examinations (OSCEs) are used to assess students' skills on a variety of tasks using live animals, models, cadaver tissue, and simulated clients. OSCEs can be used to provide formative feedback, or they can be summative, impacting progression decisions. OSCEs can also drive student motivation to engage with clinical skill development and mastery in preparation for clinical placements and rotations. This teaching tip discusses top tips for running an OSCE for veterinary and veterinary nursing/technician students as written by an international group of authors experienced with running OSCEs at a diverse set of institutions. These tips include tasks to perform prior to the OSCE, on the day of the examination, and after the examination and provide a comprehensive review of the requirements that OSCEs place on faculty, staff, students, facilities, and animals. These tips are meant to assist those who are already running OSCEs and wish to reassess their existing OSCE processes or intend to increase the number of OSCEs used across the curriculum, and for those who are planning to start using OSCEs at their institution. Incorporating OSCEs into a curriculum involves a significant commitment of resources, and this teaching tip aims to assist those responsible for delivering these assessments with improving their implementation and delivery.
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Iida T, Ito Y, Kanazashi M, Murayama S, Miyake T, Yoshimaru Y, Tatsumi A, Ezoe S. Effects of Psychological and Physical Stress on Oxidative Stress, Serotonin, and Fatigue in Young Females Induced by Objective Structured Clinical Examination: Pilot Study of u-8-OHdG, u-5HT, and s-HHV-6. Int J Tryptophan Res 2021; 14:11786469211048443. [PMID: 34658624 PMCID: PMC8512239 DOI: 10.1177/11786469211048443] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/17/2021] [Accepted: 08/27/2021] [Indexed: 11/16/2022] Open
Abstract
Background To establish a method to prevent and manage fatigue caused by psychological and physical stress in young females, early detection factors, such as understanding of fatigue and causes of psychological and physical stress, as well as a review of early management of psychiatric disease, are important. With increasing knowledge regarding the diverse causes of stress, it is important to select biomarkers with consideration of the types of stress burden and mechanisms underlying the development of physical symptoms. The methods used to search for stress characteristics is an issue that needs to be addressed. However, consensus regarding objective assessment methods for impaired mental health is lacking. Methods We examined the effects of an objective structured clinical examination (OSCE), considered to be a uniform source of psychological and physical stress, on biomarkers of oxidative stress and fatigue in 16 third-year female medical university students (21.3 ± 2.1 years old) in Japan with a normal menstrual cycle. A self-administered questionnaire consisting of Zung's Self-rating Depression Scale (SDS) and State-Trait Anxiety Inventory (STAI) was used to assess subjective stress. Furthermore, stress-related biomarkers (urinary 8-hydroxy-2'-deoxyguanosine [u-8-OHdG], urinary 5-hydroxytryptamine [u-5-HT], and salivary human herpesvirus-6 [s-HHV-6]) were examined at 1 month, 1 week, and 1 day before, and 1 week after the OSCE. Results The results indicated that the OSCE did not have effects on u-8-OHdG, a biomarker of oxidative stress. However, u-5-HT and s-HHV-6 were found to be elevated in examinations performed prior to the OSCE. Conclusions The present findings suggest that u-5-HT and s-HHV-6 levels can be used for objective assessment of mental and physical fatigue in young females, including that produced not only by knowledge regarding an upcoming OSCE, but also by skill and attitude aspects related to that examination.
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Affiliation(s)
- Tadayuki Iida
- Department of Physical Therapy, Faculty of Health and Welfare, Prefectural University of Hiroshima, Mihara, Japan
| | - Yasuhiro Ito
- School of Health Sciences, Fujita Health University, Toyoake, Aichi, Japan
| | - Miho Kanazashi
- Department of Physical Therapy, Faculty of Health and Welfare, Prefectural University of Hiroshima, Mihara, Japan
| | - Susumu Murayama
- Department of Physical Therapy, Hospital of Shiromachi, Mihara, Hiroshima, Japan
| | - Takashi Miyake
- Department of Clinical Gene Therapy, Graduate School of Medicine, Osaka University, Suita, Japan
| | - Yuki Yoshimaru
- Hiroshima City Rehabilitation Hospital, Asaminami, Japan
| | - Asami Tatsumi
- Department of Nursing, University of Human Environments, Obu, Aichi, Japan
| | - Satoko Ezoe
- Health Service Center Izumo, Shimane University, Izumo, Japan
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Zamanzadeh V, Ghaffari R, Valizadeh L, Karimi-Moonaghi H, Johnston ANB, Alizadeh S. Challenges of objective structured clinical examination in undergraduate nursing curriculum: Experiences of faculties and students. NURSE EDUCATION TODAY 2021; 103:104960. [PMID: 34015680 DOI: 10.1016/j.nedt.2021.104960] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/17/2021] [Revised: 04/18/2021] [Accepted: 05/04/2021] [Indexed: 06/12/2023]
Abstract
BACKGROUND Assessment of clinical competence of nursing students is necessary to ensure safe practice and the realization of professional clinical standards. An Objective Structured Clinical Examination (OSCE) is commonly used internationally in nursing education programs to assess clinical competence, but is a new process in Iranian nursing curricula. OBJECTIVE The aim of this study was to explore and describe challenges associated with OSCE implementation based on the experiences of faculty members and nursing students, with the objective of further improving the assessment of clinical competence in nursing education. DESIGN This study used a qualitative approach that included thematic analysis of the transcribed interviews. SETTING Faculty of Nursing and Midwifery, Tabriz University of Medical Sciences (TBZMED), Tabriz, Iran. PARTICIPANTS Purposive sampling was used to select eighteen faculty members and fifteen students from those interested. These participants represent a reasonable cross-section of those who had participated in the OSCE. METHODS A pre-developed interview guide was used to inform semi-structured in-depth interviews. These were recorded and analyzed using the 6-phase thematic analysis method as described by Braun and Clarke (2013). Themes were independently verified. RESULTS Challenges identified by participants around OSCEs as part of undergraduate nursing education were extracted from the interview data. Two main themes were evident from the data: 1) shortcomings in executive and technical infrastructure, 2) shortcomings in educational infrastructure. These themes reflected both student and faculty experiences. These also aligned with themes that commonly emerge in related literature. CONCLUSION The study findings illustrate several key challenges associated with organizing and implementing OSCEs and so provides unique insights into the development of strategies to implementing and promoting OSCEs in nursing education. We recommend that managers and authorities in nursing education focus on these challenges and explore processes to successfully introduce this exam for assessment of nursing student capacity.
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Affiliation(s)
- Vahid Zamanzadeh
- Department of Medical-Surgical Nursing, Faculty of Nursing and Midwifery, Tabriz University of Medical Sciences, Tabriz, Iran
| | - Reza Ghaffari
- Medical Education Research Center, Health Management and Safety Promotion Research Institute, Tabriz University of Medical Sciences, Tabriz, Iran
| | - Leila Valizadeh
- Department of Pediatric Nursing, Faculty of Nursing and Midwifery, Tabriz University of Medical Sciences, Tabriz, Iran
| | - Hossein Karimi-Moonaghi
- Department of Medical-Surgical Nursing, Faculty of Nursing and Midwifery, Mashhad University of Medical Sciences, Mashhad, Iran
| | - Amy N B Johnston
- Department of Emergency Medicine, Princess Alexandra Hospital, Metro South and School of Nursing, Midwifery and Social Work, University of Queensland Brisbane, Australia
| | - Samaneh Alizadeh
- Department of Medical-Surgical Nursing, Student Research Committee, Faculty of Nursing & Midwifery, Tabriz University of Medical Sciences, Tabriz, Iran.
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Chen SH, Chen SC, Lai YP, Chen PH, Yeh KY. The objective structured clinical examination as an assessment strategy for clinical competence in novice nursing practitioners in Taiwan. BMC Nurs 2021; 20:91. [PMID: 34098937 PMCID: PMC8186223 DOI: 10.1186/s12912-021-00608-0] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/15/2020] [Accepted: 05/25/2021] [Indexed: 12/03/2022] Open
Abstract
Background The conventional written tests and professional assessment have limitation in fair judgement of clinical competence. Because the examiners may not have total objectivity and may lack standardization throughout the assessment process. We sought to design a valid method of competence assessment in medical and nursing specialties. This work was aimed to develop an Objective Structured Clinical Exam (OSCE) to evaluate novice nursing practitioners’ clinical competency, work stress, professional confidence, and career satisfaction. Methods A Quasi-experimental study (pre-post). Fifty-five novice nursing practitioners received the OSCE three-months following their graduation, which consisted of four stations: history taking, physical examination, problem-directed management, interpersonal communication, and the required techniques of related procedures. The examiners had to complete an assessment checklist, and the participants had to complete a pre-post questionnaire (modified from a Nursing Competency Questionnaire, a Stress scale, and Satisfaction with Learning scale). Results Among the novice nursing practitioners, 41 of them (74.5 %) passed the exam with a mean score of 61.38 ± 8.34. There was a significantly higher passing rate among nurses who were working in medical-surgical wards (85.7 %) and the intensive care unit-emergency department (77.8 %) compared to novice nursing practitioners working in other units. All the novice nursing practitioners at Station A had poor performance in assessing patients with a fever. OSCE performance was more associated with educational attainment and work unit, rather than the gender. Finally, the participants showed statistically significant increases in their clinical competency, confidence in their professional competence, satisfaction with the clinical practice, and decreased work stress after the OSCE. Conclusions We found that the OSCE process had a positive educational effect, in providing a meaningful and accurate assessment of the competence of novice nursing practitioners. An appropriate OSCE program is vital for novice nursing practitioners, educators, and administrators. The effective application of OSCEs can help novice nursing practitioners gain confidence in their clinical skills.
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Affiliation(s)
- Sue-Hsien Chen
- Chang Gung Medical Education Research Centre, Chang Gung Memorial Hospital, Linkou, Taiwan.,Department of Nursing Management, Chang Gung Medical Foundation Administration, Taoyuan, Taiwan.,School of Nursing, Chang Gung University, Taoyuan, Taiwan
| | - Shu-Ching Chen
- Department of Medical Research, National Taiwan University Hospital, Taipei, Taiwan
| | - Yo-Ping Lai
- Department of Internal Medicine, National Taiwan University Hospital, Taipei, Taiwan
| | - Pin-Hsuan Chen
- Department of Nursing Management, Chang Gung Medical Foundation Administration, Taoyuan, Taiwan
| | - Kun-Yun Yeh
- Division of Hemato-oncology, Department of Internal Medicine, College of Medicine, Chang Gung Memorial Hospital, Keelung & Chang Gung University, 222 Maijin Road, Keelung, Taiwan.
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Jamaludin TSS, Nurumal MS, Ahmad N, Muhammad SAN, Chan CM. Soft skill elements in structured clinical nursing assessment for undergraduate nursing students: A systematic review. ENFERMERIA CLINICA 2021. [PMID: 33849230 DOI: 10.1016/j.enfcli.2020.10.019] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/21/2022]
Abstract
This systematic review aimed to appraise and synthesize the available evidence that examines the soft skill elements in clinical nursing assessment for undergraduate nursing students. This systematic review also is in line with the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines. Relevant studies were identified based on the inclusion criteria with language filters but were limited to articles published from January 2000 to March 2019. Two reviewers independently conducted the quality assessment, data extraction, and analysis on all included studies. A total of 17 articles were included in this review. Studies showed that without developing adequate soft skill elements in the clinical skill assessment, students are graduating unprepared to be successful in the workplace. There is a need to consider and adopt soft skill elements in clinical skill assessment to improve the quality of nursing graduates and ultimately to create a positive impact on patient outcomes.
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Affiliation(s)
| | - Mohd Said Nurumal
- Kulliyyah of Nursing, International Islamic University Malaysia, Kuantan Campus, Pahang, Malaysia.
| | - Norfadzilah Ahmad
- Kulliyyah of Nursing, International Islamic University Malaysia, Kuantan Campus, Pahang, Malaysia
| | | | - Chong Mei Chan
- Department of Nursing Science, Faculty of Medicine, University of Malaya, Kuala Lumpur, Malaysia
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Lee YH, Lin SC, Wang PY, Lin MH. Objective structural clinical examination for evaluating learning efficacy of Cultural Competence Cultivation Programme for nurses. BMC Nurs 2020; 19:114. [PMID: 33292191 PMCID: PMC7709429 DOI: 10.1186/s12912-020-00500-3] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/12/2020] [Accepted: 11/10/2020] [Indexed: 11/17/2022] Open
Abstract
BACKGROUND Culture serves as an adhesive to bind the lives of people. There are no objective, useful tools to assess cultural competence and practice. In this study, we evaluated whether the cultural competence of nurses was strengthened through the Cultural Competence Cultivation Programme. METHODS A quasi-experimental research design was used to evaluate nurses working at a medical centre in Taiwan. They were randomly allocated into an experimental group (n = 47), which received the Cultural Competence Cultivation Programme, or a control group (n = 50), which did not receive the educational programme. After the intervention, learning efficacy of the participants was assessed using an Objective Structured Clinical Examination (OSCE). The research data were statistically analysed on SPSS. RESULTS The average score of the experimental group was significantly higher in the 'communication ability and skill' category. Furthermore, OSCE scores and Standardised Patient Survey assessment and total scores were significantly and positively correlated. CONCLUSION The findings of this study can serve as a reference for designing future clinical education programmes.
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Affiliation(s)
- Yu-Hsia Lee
- Department of Nursing, Mackay Memorial Hospital, Taipei, Taiwan, Republic of China
| | - Shu-Chuan Lin
- Department of Nursing, Mackay Memorial Hospital, Taipei, Taiwan, Republic of China
| | - Pao-Yu Wang
- Department of Nursing, Mackay Junior College of Medicine, Nursing and Management, Taipei, Taiwan, Republic of China
| | - Mei-Hsiang Lin
- School of Nursing, National Taipei University of Nursing and Health Sciences, Taipei, Taiwan, Republic of China.
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Ferreira ÉDMR, Pinto RZ, Arantes PMM, Vieira ÉLM, Teixeira AL, Ferreira FR, Vaz DV. Stress, anxiety, self-efficacy, and the meanings that physical therapy students attribute to their experience with an objective structured clinical examination. BMC MEDICAL EDUCATION 2020; 20:296. [PMID: 32912221 PMCID: PMC7488334 DOI: 10.1186/s12909-020-02202-5] [Citation(s) in RCA: 13] [Impact Index Per Article: 3.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/18/2020] [Accepted: 08/18/2020] [Indexed: 05/30/2023]
Abstract
BACKGROUND Excessive stress and anxiety can impair learning. The objective structured clinical examination (OSCE) is a valuable tool to assess and promote the acquisition of clinical skills. However, significant OSCE-related stress and anxiety are frequently reported. The aim of this study was to investigate the relationships between physiological stress, self-reported levels of anxiety due to an OSCE, self-efficacy, and the meanings that physical therapy students attribute to their experience with the exam. DESIGN Concurrent mixed methods study. METHODS A total of 32 students took part in this study. All were enrolled in the third semester of a 10-semester Physical Therapy Bachelor Program. Salivary cortisol levels, self-reported anxiety (State-Trait Anxiety Inventory, STAI) were measured before the OSCE. Exam scores and self-efficacy ratings were also recorded. Correlations between variables were tested with the Pearson correlation, with ɑ at 0.05. Semi-structured interviews were used to explore the personal perspectives of students. Thematic analysis was used to investigate emergent themes. RESULTS Trait anxiety scores were significantly higher than normative values (p < 0.001). A high proportion of students showed high (STAI> 49) state anxiety (37.5%) and trait anxiety (65.6%). Salivary cortisol was not associated anxiety (p > 0.05). Neither stress nor anxiety correlated with OSCE scores. A moderate and significant direct correlation was found for self-efficacy scores and OSCE scores (r = 0.475, p = 0.007). Students reported that confidence had a calming effect and led to better self-perceived performance. They also reported that the OSCE can provide meaningful learning experiences despite being stressful. CONCLUSIONS A high proportion of our students reported a stable/lingering negative affect. However, neither stress nor anxiety related to OSCE scores. Students' confidence in their capabilities was correlated with their performance. Their subjective reports suggest that self-confidence may have protected them from the negative effects of stress and anxiety on academic performance.
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Affiliation(s)
| | - Rafael Zambelli Pinto
- Department of Physical Therapy, Universidade Federal de Minas Gerais (UFMG), Belo Horizonte, MG Brazil
| | | | - Érica Leandro Marciano Vieira
- Interdisciplinary Laboratory of Medical Investigation, School of Medicine, Universidade Federal de Minas Gerais (UFMG), Belo Horizonte, MG Brazil
| | - Antônio Lúcio Teixeira
- Interdisciplinary Laboratory of Medical Investigation, School of Medicine, Universidade Federal de Minas Gerais (UFMG), Belo Horizonte, MG Brazil
| | - Fabiane Ribeiro Ferreira
- Department of Physical Therapy, Universidade Federal de Minas Gerais (UFMG), Belo Horizonte, MG Brazil
| | - Daniela Virgínia Vaz
- Department of Physical Therapy, Universidade Federal de Minas Gerais (UFMG), Belo Horizonte, MG Brazil
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Quigley D, Regan J. Introduction of the Objective Structured Clinical Examination in Speech and Language Therapy Education: Student Perspectives. Folia Phoniatr Logop 2020; 73:316-325. [PMID: 32721982 DOI: 10.1159/000508445] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/19/2019] [Accepted: 05/05/2020] [Indexed: 11/19/2022] Open
Abstract
BACKGROUND/AIMS The Objective Structured Clinical Examination (OSCE) has an established history of assessing clinical competence for medical and allied healthcare professionals. No research has investigated the use of the OSCE within speech and language therapy undergraduate education. This study aimed to evaluate undergraduate speech and language therapy students' perceptions of the OSCE and to determine if perceptions differed depending on stage of undergraduate education. METHODS An online survey was distributed to second- and final-year students in a 4-year undergraduate speech and language therapy university programme after completing an OSCE. Quantitative survey data were analysed descriptively and statistically using Fisher's exact tests. Thematic analysis was used to analyse narrative survey comments. RESULTS The response rate was 80%. The students perceived the OSCE to be a fair (95%) and meaningful way (97%) of assessing clinical competencies, which provided them with greater confidence for practice (91%). The OSCE was deemed to be less stressful than a written exam (65%). No significant differences were observed between second- and fourth-year students' perceptions. Five major themes included clarity of expectations, time allocated, consistency between examiners, influence on student learning, and personal impact. DISCUSSION The survey findings suggest that undergraduate speech and language therapy students across different stages of education and different clinical contexts perceive the OSCE as a fair and meaningful assessment approach. This study provides initial evidence that the OSCE is suitable for assessing clinical competencies specific to the profession of speech and language therapist.
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Affiliation(s)
- Duana Quigley
- Department of Clinical Speech and Language Studies, Trinity College Dublin, Dublin, Ireland,
| | - Julie Regan
- Department of Clinical Speech and Language Studies, Trinity College Dublin, Dublin, Ireland
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Solà-Pola M, Morin-Fraile V, Fabrellas-Padrés N, Raurell-Torreda M, Guanter-Peris L, Guix-Comellas E, Pulpón-Segura AM. The usefulness and acceptance of the OSCE in nursing schools. Nurse Educ Pract 2020; 43:102736. [PMID: 32058920 DOI: 10.1016/j.nepr.2020.102736] [Citation(s) in RCA: 15] [Impact Index Per Article: 3.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/27/2018] [Revised: 09/04/2019] [Accepted: 01/30/2020] [Indexed: 11/20/2022]
Abstract
This qualitative study explores the usefulness and acceptance attributed by students and faculty members to an Objective Structured Clinical Evaluation (OSCE) administered to nursing undergraduates in Catalonia (Spain) for 10 years. Seventy undergraduate nursing students and twelve faculty members participated in the study. The data collection techniques included an open-ended questionnaire, a student focus group, and individualized faculty interviews. The students experienced the OSCE positively as a learning event that offered an opportunity for feedback that could help them master the required competencies. The OSCE increased students' responsibility by presenting them with a set of challenges that they had to tackle individually. Moreover, it reaffirmed their confidence in situations that closely resembled professional practice. Faculty members valued the ability of the OSCE to integrate and assess competencies, its objectivity, and the indirect information it provided on the effectiveness of the curriculum. The educational impact attributed to the OSCE and its acceptance among faculty and students suggest that it would be useful to re-implement it in the Bachelor's of Nursing in Catalan universities. Our findings may be of use to other nursing programs considering how to assess competency-based education, especially in the context of the European Higher Education Area.
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Affiliation(s)
- Montserrat Solà-Pola
- School of Nursing, Faculty of Medicine and Health Sciences, University of Barcelona, ACOPI Practical Nursing Competencies Assessment Group, s/n, Feixa LLarga. Pavelló de Govern 3a planta, 08907, L'Hospitalet de Llobregat, Barcelona, Spain; ACOPI Practical Nursing Competencies Assessment Group, s/n, Feixa LLarga. Pavelló de Govern 3a planta, 08907, L'Hospitalet de Llobregat, Barcelona, Spain.
| | - Victòria Morin-Fraile
- School of Nursing, Faculty of Medicine and Health Sciences, University of Barcelona, ACOPI Practical Nursing Competencies Assessment Group, s/n, Feixa LLarga. Pavelló de Govern 3a planta, 08907, L'Hospitalet de Llobregat, Barcelona, Spain.
| | - Núria Fabrellas-Padrés
- School of Nursing, Faculty of Medicine and Health Sciences, University of Barcelona, ACOPI Practical Nursing Competencies Assessment Group, s/n, Feixa LLarga. Pavelló de Govern 3a planta, 08907, L'Hospitalet de Llobregat, Barcelona, Spain; ACOPI Practical Nursing Competencies Assessment Group, s/n, Feixa LLarga. Pavelló de Govern 3a planta, 08907, L'Hospitalet de Llobregat, Barcelona, Spain.
| | - Marta Raurell-Torreda
- School of Nursing, Faculty of Medicine and Health Sciences, University of Barcelona, ACOPI Practical Nursing Competencies Assessment Group, s/n, Feixa LLarga. Pavelló de Govern 3a planta, 08907, L'Hospitalet de Llobregat, Barcelona, Spain.
| | - Lourdes Guanter-Peris
- School of Nursing, Faculty of Medicine and Health Sciences, University of Barcelona, ACOPI Practical Nursing Competencies Assessment Group, s/n, Feixa LLarga. Pavelló de Govern 3a planta, 08907, L'Hospitalet de Llobregat, Barcelona, Spain; Catalan Institute of Oncology (ICO), Hospital Duran i Reynals. Avinguda de la Gran Via de l'Hospitalet,199-203, 08908, L'Hospitalet de Llobregat, Barcelona, Spain.
| | - Eva Guix-Comellas
- School of Nursing, Faculty of Medicine and Health Sciences, University of Barcelona, ACOPI Practical Nursing Competencies Assessment Group, s/n, Feixa LLarga. Pavelló de Govern 3a planta, 08907, L'Hospitalet de Llobregat, Barcelona, Spain.
| | - Anna M Pulpón-Segura
- School of Nursing, Faculty of Medicine and Health Sciences, University of Barcelona, ACOPI Practical Nursing Competencies Assessment Group, s/n, Feixa LLarga. Pavelló de Govern 3a planta, 08907, L'Hospitalet de Llobregat, Barcelona, Spain; ACOPI Practical Nursing Competencies Assessment Group, s/n, Feixa LLarga. Pavelló de Govern 3a planta, 08907, L'Hospitalet de Llobregat, Barcelona, Spain.
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Saunders A, Say R, Visentin D, McCann D. Evaluation of a collaborative testing approach to objective structured clinical examination (OSCE) in undergraduate nurse education: A survey study. Nurse Educ Pract 2019; 35:111-116. [PMID: 30776722 DOI: 10.1016/j.nepr.2019.01.009] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.6] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/13/2017] [Revised: 12/19/2018] [Accepted: 01/25/2019] [Indexed: 11/30/2022]
Affiliation(s)
- Annette Saunders
- School of Health Sciences, University of Tasmania, Launceston, Tasmania, 7250, Australia.
| | - Richard Say
- School of Health Sciences, University of Tasmania, Sydney, NSW, 2015, Australia.
| | - Denis Visentin
- School of Health Sciences, University of Tasmania, Sydney, NSW, 2015, Australia.
| | - Damhnat McCann
- School of Health Sciences, University of Tasmania, Launceston, Tasmania, 7250, Australia.
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17
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Bani-Issa W, Al Tamimi M, Fakhry R, Tawil HA. Experiences of nursing students and examiners with the Objective Structured Clinical Examination method in physical assessment education: A mixed methods study. Nurse Educ Pract 2019; 35:83-89. [PMID: 30739050 DOI: 10.1016/j.nepr.2019.01.006] [Citation(s) in RCA: 17] [Impact Index Per Article: 3.4] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/11/2018] [Revised: 12/01/2018] [Accepted: 01/23/2019] [Indexed: 11/19/2022]
Abstract
This study explores the experiences of undergraduate nursing students and examiners with the Objective Structured Clinical Examination (OSCE) as an evaluation of physical assessment skills. A mixed methods approach captures participants' perceptions and experiences with the OSCE. The sample consisted of 55 students enrolled in the physical assessment course and eight external examiners. Data were collected using a standardized questionnaire and focus group interviews, using semi-structured questions, recorded and transcribed for thematic analysis. Quantitative data were analyzed using SPSS software. Results indicated that participants regarded the OSCE as a valuable assessment tool that enhances in-depth learning and preparation of students for clinical practice. Participants also perceived the exam to be a stressful experience, citing the need for more time on examination stations. Recommendations for improving the OSCE process included extending preparation prior to the exam, training of simulated patients, adopting a blended learning model, and upgrading the setting of the exam. This paper supports evidence of the value of the OSCE as an appraisal of physical assessment skills in undergraduate nursing education.
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Affiliation(s)
- Wegdan Bani-Issa
- Department of Nursing, College of Health Sciences, University of Sharjah, United Arab Emirates.
| | - Muna Al Tamimi
- Department of Nursing, College of Health Sciences, University of Sharjah, United Arab Emirates.
| | - Randa Fakhry
- Department of Nursing, College of Health Sciences, University of Sharjah, United Arab Emirates.
| | - Hanan Al Tawil
- Department of Nursing, College of Health Sciences, University of Sharjah, United Arab Emirates.
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The candidate perspective of the clinical competency test (CCT) of the MICGP examination: a mixed-methods study. BJGP Open 2018; 2:bjgpopen18X101605. [PMID: 30564738 PMCID: PMC6189776 DOI: 10.3399/bjgpopen18x101605] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/18/2018] [Accepted: 06/22/2018] [Indexed: 11/05/2022] Open
Abstract
Background The clinical competency test (CCT) was introduced by the Irish College of General Practitioners (ICGP) in 2015. Similar to the clinical skills assessment (CSA) of the Membership of the Royal College of General Practitioners exam (MRCGP), the CCT is a modified objective structured clinical examination (OSCE). Aim The aim of this study was to evaluate the MICGP CCT from the candidates' perspective, to gain an insight into their views of its fairness, relevance, and acceptability. Design & setting This mixed-methods study was conducted with GP registrars in Ireland. Method The study was conducted in two phases. Firstly, focus groups were conducted with participants who had previously undertaken the CCT to explore their experience of the CCT. Secondly, findings from the focus groups informed the development of an online questionnaire, which was sent to all GP registrars who completed the CCT in the 2017 summer sitting. Results Two focus groups were held with a total of nine participants. Following this, the online questionnaire was emailed to 134 registrars. Of these, 83 registrars completed the questionnaire in full. Registrars reported that the CCT is a fair exam and is relevant to daily general practice. They considered the exam to be a comprehensive assessment that has a positive educational impact. However, they were challenged by time restrictions, and found it financially and emotionally stressful. Conclusion This is the first study to evaluate the candidate’s perspective of an exiting GP membership exam in the UK or Ireland. The CCT is well-regarded by registrars. The study results will help to inform the future development of the CCT exam.
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Brown J. Preparation for Objective Structured Clinical Examination: A student perspective. J Perioper Pract 2018; 29:179-184. [PMID: 30372364 DOI: 10.1177/1750458918808985] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
AIM The aim of this study was to explore how student Operating Department Practitioners prepared for an Objective Structured Clinical Examination. METHODS A mixed methods design was used; questionnaires were used to gather data from a group of student Operating Department Practitioners on their Objective Structured Clinical Examination experience. RESULTS The study found coping with anxiety and the level of information students receive are important issues in preparing for Objective Structured Clinical Examinations. DISCUSSION Whilst preparation with the manikin is important, it may not be enough to fully prepare students for an Objective Structured Clinical Examination. Students also need to be given sufficient information so they fully understand the competencies they will be assessed against and receive support to cope with anxiety during the Objective Structured Clinical Examination. CONCLUSION Further research is needed to identify mechanisms for coping with anxiety and stress in Objective Structured Clinical Examinations.
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Affiliation(s)
- James Brown
- Department of Nursing, Midwifery and Health, Faculty of Health and Life Sciences, Northumbria University, Newcastle upon Tyne, UK
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20
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Dunne K, Moffett J, Loughran ST, Duggan V, Campion DP. Evaluation of a coaching workshop for the management of veterinary nursing students' OSCE-associated test anxiety. Ir Vet J 2018; 71:15. [PMID: 30069304 PMCID: PMC6064137 DOI: 10.1186/s13620-018-0127-z] [Citation(s) in RCA: 11] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/07/2018] [Accepted: 07/20/2018] [Indexed: 11/10/2022] Open
Abstract
Background High stress levels amongst undergraduates (particularly in relation to assessment) and efforts to improve mental wellbeing have been increasingly reported in the veterinary educational literature. However reports to date have primarily focused on the experiences of students of veterinary medicine, rather than veterinary nursing students. Methods The purpose of this mixed method sequential explanatory study was to establish the "Big-five" personality traits and quantify the level of test anxiety associated with objective structured clinical examinations (OSCEs) amongst a cohort of 23 final year veterinary nursing students at an Irish third level college. The 12 item Brief FRIEDBEN Test Anxiety Scale (B-FTAS) and the 20 item mini International Personality Item Pool (mini-IPIP) were used to identify test anxiety levels and personality traits in this cohort. Focus groups were then employed to examine the effectiveness of a coaching intervention in ameliorating this test anxiety. Results The initial, quantitative, phase found these students to have higher levels of test anxiety than previously reported for undergraduates sitting written examinations. No association was found between test anxiety and neurotic personality traits in this student cohort. In the qualitative follow up phase the coaching intervention was reported to have been helpful in equipping the students to better manage test anxiety. The OSCE stressors identified in this study closely resembled those previously reported by nursing and midwifery students. Conclusions The shared experience of the coaching intervention and formative OSCE was reported to have been helpful in empowering the students to manage assessment-associated anxiety. Implications and recommendations for educators were identified.
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Affiliation(s)
- Karen Dunne
- 1Department of Applied Sciences, Dundalk Institute of Technology, Dublin Road, Dundalk, Ireland
| | - Jenny Moffett
- 2HPEC, RCSI, 123 St Stephen's Green, Dublin 2, D02 YN77 Ireland
| | - Sinead T Loughran
- 1Department of Applied Sciences, Dundalk Institute of Technology, Dublin Road, Dundalk, Ireland
| | - Vivienne Duggan
- School of Veterinary Medicine, Veterinary Science Centre, Belfield, Dublin 4, Ireland
| | - Deirdre P Campion
- School of Veterinary Medicine, Veterinary Science Centre, Belfield, Dublin 4, Ireland
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Hovland G, Kyrkjebø D, Andersen JR, Råholm MB. Self-assessed competence among nurses working in municipal health-care services in Norway. Br J Community Nurs 2018; 23:162-169. [PMID: 29633878 DOI: 10.12968/bjcn.2018.23.4.162] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 06/08/2023]
Abstract
Demands made on nursing staff are expanding and changing, requiring a broad set of competencies that require evaluation and enhancement in places. This study used the Nurse Competence Scale to measure self-assessed competence among nurses working in three municipal health-care services in Norway. Results indicate that nurses perceive their competence as being satisfactory overall, but there are areas that would benefit from improvement: providing patients' family members with education and guidance, quality assurance, and using research to evaluate and develop services. These competencies could be the focus of departments' future competence plans. The Nurse Competence Scale can be used to assess the impact of training and the efficacy of competence-enhancing actions.
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Affiliation(s)
- Gro Hovland
- Associate professor, Western Norway University of Applied Sciences, Faculty of Health and Social Sciences, Førde Campus, Norway
| | - Dagrun Kyrkjebø
- Lecturer, Western Norway University of Applied Sciences, Faculty of Health and Social Sciences, Førde Campus, Norway
| | - John Roger Andersen
- Professor, Western Norway University of Applied Sciences, Faculty of Health and Social Sciences, Førde Campus, Norway
| | - Maj-Britt Råholm
- Professor, Western Norway University of Applied Sciences, Faculty of Health and Social Sciences, Førde Campus, Norway
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22
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McIntosh C, Patterson J, Miller S. First year midwifery students' experience with self-recorded and assessed video of selected midwifery practice skills at Otago Polytechnic in New Zealand. Nurse Educ Pract 2018; 28:54-59. [DOI: 10.1016/j.nepr.2017.09.016] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/24/2017] [Revised: 09/12/2017] [Accepted: 09/17/2017] [Indexed: 10/18/2022]
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Uysal N. Improvement of nursing students' learning outcomes through scenario-based skills training. Rev Lat Am Enfermagem 2017; 24:e2790. [PMID: 27508922 PMCID: PMC4990049 DOI: 10.1590/1518-8345.1310.2790] [Citation(s) in RCA: 12] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/11/2015] [Accepted: 03/15/2016] [Indexed: 11/22/2022] Open
Abstract
Objective: this study analyzed the influence of scenario-based skills training on students'
learning skills. Method: the author evaluated the nursing skills laboratory exam papers of 605 sophomores
in nursing programs for seven years. The study determined the common mistakes of
students and the laboratory work was designed in a scenario-based format. The
effectiveness of this method was evaluated by assessing the number of errors the
students committed and their achievement scores in laboratory examinations. This
study presents the students' common mistakes in intramuscular and subcutaneous
injection and their development of intravenous access skills, included in the
nursing skills laboratory examination. Results: an analysis of the students' most common mistakes revealed that the most common
was not following the principles of asepsis for all three skills (intramuscular,
subcutaneous injection, intravenous access) in the first year of the
scenario-based training. The students' exam achievement scores increased
gradually, except in the fall semester of the academic year 2009-2010. The study
found that the scenario-based skills training reduced students' common mistakes in
examinations and enhanced their performance on exams. Conclusion: this method received a positive response from both students and instructors. The
scenario-based training is available for use in addition to other skills training
methods.
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Affiliation(s)
- Nurcan Uysal
- PhD, Assistant Professor, Nursing Department, Faculty of Health Sciences, Gediz University, Seyrek, İzmir, Turkey
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24
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Rehman R, Ali R, Moazzam H, Shaikh S. Utilization Focused Evaluation at Bahria University Medical & Dental College. Pak J Med Sci 2017; 33:849-853. [PMID: 29067052 PMCID: PMC5648951 DOI: 10.12669/pjms.334.13020] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/02/2022] Open
Abstract
Objective: To evaluate integrated learning program of neurosciences for continuation of integrated learning in the forthcoming teaching and learning modules of undergraduate medical curriculum at Bahria University Medical & Dental College (BUMDC). Methods: A mixed method design was conducted from August 2016to February2017 after ethical approval from BUMDC. The quantitative aspect was evaluated retrospectively by desk records ofmarks obtained in integrated module and nonintegrated module. Focused group discussionwere conducted with primary intended users (chair of integration committee, faculty and students of first and second year MBBS)to share their expectations and concerns and get responses on key evaluation questions for implementationand outcome evaluation of integrated learning program. Results: The desk record revealed a positive perception of students and faculty at the time of implementation with improvement in results after integration in subjects of basic sciences. The discussions highlighted reasons which resulted in failure of its continuation and affirmedreadiness for re-induction and continuation of integration with clinicalsciences. Conclusion: Evaluators considered approval and re-application of integrated curriculum at BUMDC after utilization focused evaluation.
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Affiliation(s)
- Rehana Rehman
- Dr. Rehana Rehman, MBBS, M.Phil, Ph.D. Assistant Professor, Department of Biological & Biomedical Sciences, Agha Khan University Hospital, Karachi, Pakistan
| | - Rabiya Ali
- Dr. Rabiya Ali, MBBS. MPhil/Ph.D Scholar Senior Lecturer, Department of Physiology, Bahria University Medical & Dental College, Karachi, Pakistan
| | - Hina Moazzam
- Dr. Hina Moazzam, MBBS, MPhil Scholar Senior Lecturer, Department of Physiology, Bahria University Medical & Dental College, Karachi, Pakistan
| | - Saifullah Shaikh
- Dr. Saifullah Shaikh, MBBS, M.Sc., D.Diab Assistant Professor, Department of Physiology, Bahria University Medical & Dental College, Karachi, Pakistan
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Massey D, Byrne J, Higgins N, Weeks B, Shuker MA, Coyne E, Mitchell M, Johnston ANB. Enhancing OSCE preparedness with video exemplars in undergraduate nursing students. A mixed method study. NURSE EDUCATION TODAY 2017; 54:56-61. [PMID: 28477564 DOI: 10.1016/j.nedt.2017.02.024] [Citation(s) in RCA: 19] [Impact Index Per Article: 2.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/02/2016] [Revised: 02/10/2017] [Accepted: 02/15/2017] [Indexed: 05/29/2023]
Abstract
BACKGROUND Objective structured clinical examinations (OSCEs) are designed to assess clinical skill performance and competency of students in preparation for 'real world' clinical responsibilities. OSCEs are commonly used in health professional education and are typically associated with high levels of student anxiety, which may present a significant barrier to performance. Students, including nursing students, have identified that flexible access to exemplar OSCEs might reduce their anxiety and enable them to better prepare for such examinations. AIM To implement and evaluate an innovative approach to preparing students for OSCEs in an undergraduate (registration) acute care nursing course. METHOD A set of digitized OSCE exemplars were prepared and embedded in the University-based course website as part of usual course learning activities. Use of the exemplars was monitored, pre and post OSCE surveys were conducted, and qualitative data were collected to evaluate the approach. OSCE grades were also examined. FINDINGS The online OSCE exemplars increased self-rated student confidence, knowledge, and capacity to prepare and provided clarity around assessment expectations. OSCE exemplars were accessed frequently and positively received; but did not impact on performance. CONCLUSION Video exemplars aid student preparation for OSCEs, providing a flexible, innovative and clear example of the assessment process. Video exemplars improved self-rated student confidence and understanding of performance expectations, leading to increased engagement and reduced anxiety when preparing for the OSCE, but not overall OSCE performance. Such OSCE exemplars could be used to increase staff capacity and improve the quality of the student learning experience.
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Affiliation(s)
- D Massey
- Menzies Health Institute Queensland, Griffith University, QLD 4222, Australia; University Sunshine Coast, 90, Sippy Downs Drive, Sippy Downs, QLD 4556, Australia.
| | - J Byrne
- Menzies Health Institute Queensland, Griffith University, QLD 4222, Australia; School of Nursing and Midwifery, Griffith University, Brisbane 4111, Australia.
| | - N Higgins
- Menzies Health Institute Queensland, Griffith University, QLD 4222, Australia; Royal Brisbane and Women's Hospital, Herston, QLD 4029, Australia; Queensland University of Technology, Kelvin Grove, QLD 4059, Australia.
| | - B Weeks
- Menzies Health Institute Queensland, Griffith University, QLD 4222, Australia.
| | - M-A Shuker
- Health Executive, Griffith University, QLD 4222, Australia.
| | - E Coyne
- Menzies Health Institute Queensland, Griffith University, QLD 4222, Australia; School of Nursing and Midwifery, Griffith University, Brisbane 4111, Australia.
| | - M Mitchell
- Menzies Health Institute Queensland, Griffith University, QLD 4222, Australia; Princess Alexandra Hospital, Ipswich Rd, Brisbane, Australia; School of Nursing and Midwifery, Griffith University, Brisbane 4111, Australia.
| | - A N B Johnston
- Menzies Health Institute Queensland, Griffith University, QLD 4222, Australia; Department of Emergency Medicine, Gold Coast University Hospital, D Block, LG096 1 Hospital Blvd, Southport, QLD 4215, Australia; School of Nursing and Midwifery, Griffith University, Brisbane 4111, Australia.
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Shahzad A, Saeed MHB, Paiker S. Dental students' concerns regarding OSPE and OSCE: a qualitative feedback for process improvement. BDJ Open 2017; 3:17009. [PMID: 29607080 PMCID: PMC5842832 DOI: 10.1038/bdjopen.2017.9] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.1] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/12/2017] [Revised: 04/23/2017] [Accepted: 04/27/2017] [Indexed: 11/09/2022] Open
Abstract
OBJECTIVES Objective structured practical examination (OSPE) and objective structured clinical examination (OSCE) have become established as reliable, valid and objective methods of assessing practical and clinical skills in dental schools. This study explored the perceptions of dental undergraduates' regarding OSPE and OSCE. DESIGN AND SETTING Two focus groups were made; the first consisted of students who had recently undergone an OSPE, while the other group was of fresh graduates (FG) who had given an OSCE in the final examination. A trained facilitator conducted the discussion-based interview for each focus group. Both discussions were recorded via audio recorders and transcribed verbatim. The data were thereafter analysed thematically. RESULTS Findings from the study suggested that the students and FGs were generally satisfied with the OSPE and OSCE. However, they perceived that the time allocated to the stations was not well balanced, nor were the examiners trained to conduct the examination. More importantly, the FGs opined that practical skills were not adequately tested on the OSCE, and thus the curricular content was not adequately covered. CONCLUSION The study highlights issues that may arise while conducting the OSPE and OSCE, thus informing future guidelines for conducting OSPE and OSCE.
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Affiliation(s)
- Ambreen Shahzad
- BDS, Islamic International Dental College, Riphah International University, Islamabad, Pakistan
| | - M Humza Bin Saeed
- Department of Community Dentistry, Islamic International Dental College, Riphah International University, Islamabad, Pakistan
| | - Sadia Paiker
- BDS, Islamic International Dental College, Riphah International University, Islamabad, Pakistan
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Assessing nursing students' knowledge and skills in performing venepuncture and inserting peripheral venous catheters. Nurse Educ Pract 2017; 23:8-14. [DOI: 10.1016/j.nepr.2017.01.003] [Citation(s) in RCA: 13] [Impact Index Per Article: 1.9] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/04/2016] [Revised: 09/15/2016] [Accepted: 01/24/2017] [Indexed: 11/15/2022]
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28
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Johnston AN, Weeks B, Shuker MA, Coyne E, Niall H, Mitchell M, Massey D. Nursing Students' Perceptions of the Objective Structured Clinical Examination: An Integrative Review. Clin Simul Nurs 2017. [DOI: 10.1016/j.ecns.2016.11.002] [Citation(s) in RCA: 30] [Impact Index Per Article: 4.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/27/2022]
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29
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Solà M, Pulpón AM, Morin V, Sancho R, Clèries X, Fabrellas N. Towards the implementation of OSCE in undergraduate nursing curriculum: A qualitative study. NURSE EDUCATION TODAY 2017; 49:163-167. [PMID: 27978445 DOI: 10.1016/j.nedt.2016.11.028] [Citation(s) in RCA: 10] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/11/2016] [Revised: 10/28/2016] [Accepted: 11/24/2016] [Indexed: 05/26/2023]
Abstract
BACKGROUND Despite the fact that Objective Structured Clinical Examination is considered to be an efficient assessment method, their implementation in the undergraduate nursing curriculum encounters difficulties. However, the initiative of the European Higher Education Area to promote competency-based assessment may represent an opportunity to introduce this instrument in undergraduate nursing curriculum. OBJECTIVE To explore the perception of nursing faculty members regarding the implementation of the OSCE as an assessment tool in Catalan Nursing Schools. DESIGN/PARTICIPANTS/SETTING In this qualitative study, fifteen teachers participated in semi-structured interviews in eight Catalan Nursing Schools. METHODS Semi-structured interviews were conducted. A thematic content analysis was used to identify major themes in the interview data and collaborative analysis was undertaken to ensure rigorous results. RESULTS The relevant aspects that are emphasized by teachers included the consideration of the dual purpose of the OSCE via its formative and evaluative facets by enhancing the feedback received by students about their performance on the OSCE. The OSCE should be administered towards the end of the degree program and should complement other methods of assessment. Despite its high cost, the OSCE was deemed to be efficient as it enables student competencies to be assessed with objective criteria, which is a difficult task with other instruments. OSCE implementation is feasible with the institutional support of and collaborative work between schools. CONCLUSIONS The implementation of the OSCE in the Catalan undergraduate nursing degree programs is feasible if the project receives the support of all involved parties and if creative strategies are determined to reduce economic costs and optimize resources. With adequate feedback, the OSCE is an assessment tool that can provide high-impact training to students.
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Affiliation(s)
- Montserrat Solà
- School of Nursing, University of Barcelona, Spain; IDIBELL Institute of Biomedical Research, Spain.
| | | | | | - Raül Sancho
- School of Nursing, University of Barcelona, Spain; IDIBELL Institute of Biomedical Research, Spain
| | | | - Núria Fabrellas
- School of Nursing, University of Barcelona, Spain; IDIBELL Institute of Biomedical Research, Spain.
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Nyoni CN, Botma Y. Aligning summative clinical examination with competence-based curriculum: Midwifery educators experiences in Lesotho. INTERNATIONAL JOURNAL OF AFRICA NURSING SCIENCES 2017. [DOI: 10.1016/j.ijans.2017.05.003] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/19/2022] Open
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Villegas N, Cianelli R, Fernandez M, Henderson S, Sierra S, Alfonso Y, Jackson C. Assessment of breastfeeding clinical skills among nursing students using the Objective Structured Clinical Examination (OSCE). ACTA ACUST UNITED AC 2016. [DOI: 10.1016/j.riem.2016.04.001] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/21/2022]
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Aronowitz T, Aronowitz S, Mardin-Small J, Kim B. Using Objective Structured Clinical Examination (OSCE) as Education in Advanced Practice Registered Nursing Education. J Prof Nurs 2016; 33:119-125. [PMID: 28363386 DOI: 10.1016/j.profnurs.2016.06.003] [Citation(s) in RCA: 30] [Impact Index Per Article: 3.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/09/2015] [Indexed: 11/19/2022]
Abstract
Approximately 3 million nurses make up the U.S. health care workforce. The Robert Wood Johnson Foundation and the Institute of Medicine (2011) supported the call to strengthen the nursing profession by establishing global standards of educational criteria and outcomes. Throughout the world, health education is affected by fundamental inadequacies related to static, fragmented, and content-oriented curricula. There are inadequacies in our curricula, and nursing faculties are facing challenges with clinical placements (both the number and quality of these placements); therefore, alternative methods of providing practice to students need to be considered. A transformative agenda comprising changes in the way students are taught fully harnessing the potential of information and communications technology (i.e., simulation) is necessary. Simulated patient encounters and Objective Structured Clinical Examinations are 2 means to achieve needed practice in a safe environment. The purpose of this article is to show, by using simulation, how students can practice and be evaluated within their clinical practice role in a safe, controlled environment. In addition, this practice can (a) enable students to increase the complexity of their understanding and their autonomy and (b) educate students about social accountability, health and gender equity, social justice, and human rights.
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Affiliation(s)
- Teri Aronowitz
- Assistant Professor, University of Massachusetts Boston, College of Nursing & Health Sciences..
| | | | - Jennifer Mardin-Small
- Simulation Instructor, University of Massachusetts Boston, College of Nursing & Health Sciences
| | - BoRam Kim
- Research Assistant, University of Massachusetts Boston, College of Nursing & Health Sciences
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Killingley J, Dyson S. Student midwives' perspectives on efficacy of feedback after objective structured clinical examination. ACTA ACUST UNITED AC 2016. [DOI: 10.12968/bjom.2016.24.5.362] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/11/2022]
Affiliation(s)
| | - Sue Dyson
- Professor of nursing, Middlesex University
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Stunden A, Halcomb E, Jefferies D. Tools to reduce first year nursing students' anxiety levels prior to undergoing objective structured clinical assessment (OSCA) and how this impacts on the student's experience of their first clinical placement. NURSE EDUCATION TODAY 2015; 35:987-991. [PMID: 26004437 DOI: 10.1016/j.nedt.2015.04.014] [Citation(s) in RCA: 18] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/17/2014] [Revised: 04/14/2015] [Accepted: 04/29/2015] [Indexed: 06/04/2023]
Abstract
BACKGROUND One form of assessment that tests students' theoretical skills and confidence in their clinical practice is known as the Objective Structured Clinical Assessment (OSCA). Traditionally it was first launched from medical education, and is now being incorporated by other disciplines, such as nursing. OBJECTIVES This review seeks to present the best available evidence into strategies that help reduce first year nursing students' anxiety levels prior to undergoing OSCA and clinical placement. SEARCH STRATEGY A systematic literature search was performed using Medline and CINAHL. SELECTION CRITERIA This review considered any English language original research published between 2005 and 2013. RESULTS A literature search located 117 articles. Eight articles were identified as meeting the inclusion in criteria. Majority of studies reported simulation session prior to the OSCA increased students confidence and reduced their anxiety levels. This resulted in students' reporting that they valued the OSCA as a worthwhile assessment. However there were four major themes: that students were anxious about attending the OSCA; that adequate preparation was seen as a coping strategy; that simulation was a further cause for anxiety; and that the simulation experience could also be used as an OSCA tool. CONCLUSIONS Students who have been exposed to simulation scenarios before the OSCA are able to cope much better during the OSCA. Therefore, it is highly recommended to incorporate simulation scenarios into the nursing curricula for first year nursing students' clinical units to help reduce their anxiety levels prior to OCSA.
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Affiliation(s)
- Annette Stunden
- School of Nursing and Midwifery, University of Western Sydney, Locked Bag 1797, Penrith, NSW, Australia.
| | - Elizabeth Halcomb
- School of Nursing & Midwifery, University of Wollongong, Northfields Avenue, Wollongong, NSW 2522, Australia.
| | - Diana Jefferies
- School of Nursing and Midwifery, University of Western Sydney, Locked Bag 1797, Penrith, NSW, Australia.
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Mitchell ML, Henderson A, Jeffrey C, Nulty D, Groves M, Kelly M, Knight S, Glover P. Application of best practice guidelines for OSCEs-An Australian evaluation of their feasibility and value. NURSE EDUCATION TODAY 2015; 35:700-705. [PMID: 25660268 DOI: 10.1016/j.nedt.2015.01.007] [Citation(s) in RCA: 13] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/19/2014] [Revised: 01/11/2015] [Accepted: 01/19/2015] [Indexed: 06/04/2023]
Abstract
BACKGROUND Objective Structured Clinical Examinations (OSCEs) are widely used in health professional education and should be based on sound pedagogical foundations. OBJECTIVES The aim of this study is to evaluate the feasibility and utility of using Best Practice Guidelines (BPGs) within an OSCE format in a broad range of tertiary education settings with under-graduate and post-graduate nursing and midwifery students. We evaluated how feasible it was to apply the BPGs to modify OSCEs in a course; students' perspective of the OSCE; and finally, if the BPG-revised OSCEs better prepared students for clinical practice when compared with the original OSCEs. DESIGN A mixed method with surveys, focus groups and semi-structured interviews evaluated the BPGs within an OSCE. SETTINGS Four maximally different contexts across four sites in Australia were used. PARTICIPANTS Participants included lecturers and undergraduate nursing students in high and low fidelity simulation settings; under-graduate midwifery students; and post-graduate rural and remote area nursing students. RESULTS 691 students participated in revised OSCEs. Surveys were completed by 557 students; 91 students gave further feedback through focus groups and 14 lecturers participated in interviews. At all sites the BPGs were successfully used to modify and implement OSCEs. Students valued the realistic nature of the modified OSCEs which contributed to students' confidence and preparation for clinical practice. The lecturers considered the revised OSCEs enhanced student preparedness for their clinical placements. DISCUSSION AND CONCLUSIONS The BPGs have a broad applicability to OSCEs in a wide range of educational contexts with improved student outcomes. Students and lecturers identified the revised OSCEs enhanced student preparation for clinical practice. Subsequent examination of the BPGs saw further refinement to a set of eight BPGs that provide a sequential guide to their application in a way that is consistent with best practice curriculum design principles.
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Affiliation(s)
- Marion L Mitchell
- School of Nursing and Midwifery, NHMRC Centre for Research Excellence in Nursing, Centre for Health Practice Innovation, Griffith Health Institute, Griffith University and Princess Alexandra Hospital, Health Sciences (N48), 170 Kessels Rd, Nathan, Queensland 4111, Australia.
| | - Amanda Henderson
- Griffith University, School of Nursing and Midwifery and Princess Alexandra Hospital, Queensland Health Research, Ipswich Road Woolloongabba, Queensland 4102, Australia.
| | - Carol Jeffrey
- Nurse Practice Development Unit, Princess Alexandra Hospital and School of Nursing and Midwifery, Griffith University, Ipswich Road, Woolloongabba, Queensland 4102, Australia.
| | - Duncan Nulty
- Griffith Institute for Educational Research, Griffith University, Mt Gravatt Campus, 170 Kessels Road, Nathan, Queensland 4111, Australia.
| | - Michele Groves
- Medical School, University of Queensland, St Lucia, Queensland 4072, Australia.
| | - Michelle Kelly
- University of Technology Sydney, PO Box 123, Broadway, NSW 2007, Australia.
| | - Sabina Knight
- Mount Isa Centre for Rural and Remote Health, James Cook University, PO Box 2572, Mount Isa, Queensland 4825, Australia.
| | - Pauline Glover
- Flinders University, GPO Box 2100, Adelaide, South Australia 5001, Australia.
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Traynor M, Galanouli D. Have OSCEs come of age in nursing education? BRITISH JOURNAL OF NURSING (MARK ALLEN PUBLISHING) 2015; 24:388-391. [PMID: 25849236 DOI: 10.12968/bjon.2015.24.7.388] [Citation(s) in RCA: 10] [Impact Index Per Article: 1.1] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/04/2023]
Abstract
This article is intended to contribute to the current debate as to whether the objective structured clinical examination (OSCE) should become a standard assessment tool for undergraduate nursing education as they currently are for medicine. The authors describe how one UK university developed an OSCE for a nursing undergraduate programme with the aim of emphasising the need for nursing students to be competent in clinical skills and offering a means of standardising the assessment of these skills. There has been an increasing number of research studies carried out in this area at international level and this article's main contribution to the literature is the description of the Angoff standard-setting procedure that was used to calibrate the OSCE at this University and which makes it the first nursing OSCE in the UK to incorporate a scientific standard-setting procedure.
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Muldoon K, Biesty L, Smith V. 'I found the OSCE very stressful': student midwives' attitudes towards an objective structured clinical examination (OSCE). NURSE EDUCATION TODAY 2014; 34:468-473. [PMID: 23683814 DOI: 10.1016/j.nedt.2013.04.022] [Citation(s) in RCA: 25] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/05/2013] [Revised: 04/16/2013] [Accepted: 04/23/2013] [Indexed: 06/02/2023]
Abstract
BACKGROUND The Objective Structured Clinical Examination (OSCE) has become widely accepted as a strategy for assessing clinical competence in nursing and midwifery education and training. There is a dearth of information, however, on the OSCE procedure from the perspective of midwifery students. In particular, there is an absence of an objective quantification of midwifery students' attitudes towards the OSCE. OBJECTIVES The objective of this study is to report the conduct and findings of a survey of midwifery students' attitudes towards a Lactation and Infant Feeding OSCE and to consider these attitudes in the context of the international literature and the empirical evidence base. METHODS A descriptive survey design using an 18-item Likert (1 to 5 point) scale was used to capture the relevant data. Potential participants were 3rd year midwifery students who had undertaken a Lactation and Infant Feeding OSCE (n=35) in one School of Nursing & Midwifery in the Republic of Ireland. Survey responses were analysed using the Statistical Package for the Social Sciences Version 18. RESULTS Thirty-three students completed the survey providing a 94% response rate. Midwifery students' attitudes towards individual aspects of the OSCE varied. Overall, midwifery students were neutral/unsure of the OSCE as a strategy for assessing clinical competence (mean 3.3). Most agreed that the examiner made them feel at ease (mean 3.94). Contrastingly this does not appear to appease student nerves and stress as the majority agreed that the OSCE evokes nervousness (mean 4.27) and stress (mean 4.30). Midwifery students, overall, disagreed that the OSCE reflected real life clinical situations (mean 2.48). Midwifery students were neutral/unsure that the OSCE provided an opportunity to show their practical skills (mean 3.36). CONCLUSION The findings of this study identified that midwifery students were neutral/unsure of the OSCE as a strategy for assessing clinical competence. This has relevance for OSCE development at the authors' institution. The results suggest the need to explore further why students responded in this way. This will assist to develop this OSCE further to ensure that it becomes a positive assessment process for midwifery students and for student learning as they progress through their midwifery education and training.
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Affiliation(s)
- Kathryn Muldoon
- School of Nursing and Midwifery, University of Dublin - Trinity College Dublin, 24 D'Olier Street, Dublin 2, Ireland
| | - Linda Biesty
- School of Nursing and Midwifery, University of Dublin - Trinity College Dublin, 24 D'Olier Street, Dublin 2, Ireland
| | - Valerie Smith
- School of Nursing and Midwifery, University of Dublin - Trinity College Dublin, 24 D'Olier Street, Dublin 2, Ireland.
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Phelan A, O Connell R, Murphy M, McLoughlin G, Long O. A contextual clinical assessment for student midwives in Ireland. NURSE EDUCATION TODAY 2014; 34:292-294. [PMID: 24238734 DOI: 10.1016/j.nedt.2013.10.016] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/19/2013] [Revised: 10/17/2013] [Accepted: 10/24/2013] [Indexed: 06/02/2023]
Abstract
Newly qualified midwives are required to be competent, safe practitioners providing high standards of care for mothers and babies. The role of educators is to teach for a sense of salience to enable students to meet this challenge with confidence and competence and to develop clinical reasoning skills. The difficulties of formulating an assessment that captures all these elements is challenging for all involved in midwifery education. Although the Objective Structured Clinical Skills Examination (OSCE) is a useful format for assessing aspects of practice, it does not capture the students' simultaneous interaction with a woman and her baby while performing routine care where a variety of issues can be assessed in a contextual way. In University College Cork, a clinical assessment has been developed whereby students perform an aspect of clinical care followed by a low-fidelity simulated pregnancy complication or emergency appropriate to the student's level of learning. The students demonstrate their level of knowledge and skills in a contextual environment. Assessment in practice is challenging for midwives and educators but is essential in determining fitness for entry into the profession.
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Affiliation(s)
- Agnes Phelan
- School of Nursing and Midwifery, Brookfield Health Sciences Complex, University College Cork, Cork, Ireland.
| | - Rhona O Connell
- School of Nursing and Midwifery, Brookfield Health Sciences Complex, University College Cork, Cork, Ireland.
| | - Margaret Murphy
- School of Nursing and Midwifery, Brookfield Health Sciences Complex, University College Cork, Cork, Ireland.
| | - Geri McLoughlin
- School of Nursing and Midwifery, Brookfield Health Sciences Complex, University College Cork, Cork, Ireland.
| | - Olive Long
- Cork University Maternity Hospital Wilton, Cork, Ireland.
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Munkhondya TEM, Msiska G, Chilemba E, Majamanda MD. Experience of Conducting Objective Structured Clinical Evaluation (OSCE) in Malawi. ACTA ACUST UNITED AC 2014. [DOI: 10.4236/ojn.2014.410075] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/20/2022]
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Mårtensson G, Löfmark A. Implementation and student evaluation of clinical final examination in nursing education. NURSE EDUCATION TODAY 2013; 33:1563-1568. [PMID: 23398913 DOI: 10.1016/j.nedt.2013.01.003] [Citation(s) in RCA: 17] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/29/2012] [Revised: 12/06/2012] [Accepted: 01/10/2013] [Indexed: 06/01/2023]
Abstract
BACKGROUND Clinical examinations have a distinct focus, the overall aim being to demonstrate through action whether nursing students have acquired the knowledge and skills necessary to be safe and accountable practitioners. This complexity of knowledge cannot be assessed using single examinations, thus there is a need to develop multiple assessment approaches. OBJECTIVES To describe the process of developing valid clinical examinations for nursing students at the end of the final semester and to evaluate students' perceptions of these examination formats. OUTLINE OF THE DEVELOPMENTAL PROCESS Based on earlier research, overall goals for the degree of Bachelor of Science in Nursing and guided by both task-related and relational aspects of nursing, two clinical final examinations were developed and tested. One was a standardized test of performance in vitro using Objective Structured Clinical Examination (OSCE) based on five specific areas in which newly graduated nurses had shown deficiencies. The other was a test of performance in real conditions, in vivo, using Bedside Observation Examination (BOE) assessing nurse-patient relation, entirely based on patients' needs. NURSING STUDENTS' EVALUATION Three classes of students (n=203) were asked to participate and answer a study-specific questionnaire. The students highly valued the two examinations and perceived that the knowledge and skills tested were relevant to nurses' work. They found the examinations stressful, but at the same time meaningful, and felt they could do themselves full justice through this form of examination. RECOMMENDATIONS The assessment test should be chosen depending on the preferred outcome. The OSCE, with its high degree of standardization, is appropriate to use to assess task-related aspects of nursing (show how), while the BOE, with its low degree of standardization, is suitable in real settings and has the potential to capture the relational aspects of nursing (does).
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Affiliation(s)
- Gunilla Mårtensson
- Faculty of Health and Occupational Studies, Department of Health and Caring Sciences, University of Gävle, Sweden; Department of Public Health and Caring Sciences, Uppsala University, Sweden.
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Right person, right skills, right job: the contribution of objective structured clinical examinations in advancing staff nurse experts. J Nurs Adm 2013; 43:543-8. [PMID: 24061588 DOI: 10.1097/nna.0b013e3182a3e91d] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/26/2022]
Abstract
Recruitment processes need to discriminate among candidates to ensure that the right person with the right skills is selected for advancement opportunities. An innovative recruitment process using an objective structured clinical examination grounded in best practice guidelines resulted in improved recruitment practices for senior nursing clinical expert roles. Candidates' skills, knowledge, and attitudes in the areas of patient focus, clinical expertise, teamwork, and leadership were assessed using a clinical simulation. Candidates achieving advancement were assessed at 6 months to validate the efficacy of the process.
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Barry M, Bradshaw C, Noonan M. Improving the content and face validity of OSCE assessment marking criteria on an undergraduate midwifery programme: A quality initiative. Nurse Educ Pract 2013; 13:477-80. [DOI: 10.1016/j.nepr.2012.11.006] [Citation(s) in RCA: 18] [Impact Index Per Article: 1.6] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/02/2012] [Revised: 10/03/2012] [Accepted: 11/30/2012] [Indexed: 10/27/2022]
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Faramarzi M, Pasha H, Bakhtiari A, Salmalian H, Delavar MA, Amiri FN, Nikpour M. Test anxiety in objective structured clinical examinations (OSCEs) compared with traditional assessment methods in undergraduate midwifery students. Health (London) 2013. [DOI: 10.4236/health.2013.512299] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/20/2022]
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McClimens A, Ibbotson R, Kenyon C, McLean S, Soltani H. Confidence and performance in objective structured clinical examination. ACTA ACUST UNITED AC 2012. [DOI: 10.12968/bjom.2012.20.10.746] [Citation(s) in RCA: 13] [Impact Index Per Article: 1.1] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/11/2022]
Affiliation(s)
- Alex McClimens
- Alex McClimens Senior Research Fellow, Centre for Health and Social Care research (except C Kenyon) Sheffield Hallam Universit
| | - Rachel Ibbotson
- Rachel Ibbotson Research Fellow, Centre for Health and Social Care research (except C Kenyon) Sheffield Hallam Universit
| | | | - Sionnadh McLean
- Sionnadh McLean Senior Lecturer in Physiotherapy/Research, Fellow, Centre for Health and Social Care research (except C Kenyon) Sheffield Hallam Universit
| | - Hora Soltani
- Hora Soltani Reader, Centre for Health and Social Care research (except C Kenyon) Sheffield Hallam Universit
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Barry M, Noonan M, Bradshaw C, Murphy-Tighe S. An exploration of student midwives' experiences of the Objective Structured Clinical Examination assessment process. NURSE EDUCATION TODAY 2012; 32:690-694. [PMID: 21999901 DOI: 10.1016/j.nedt.2011.09.007] [Citation(s) in RCA: 19] [Impact Index Per Article: 1.6] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/01/2010] [Revised: 08/31/2011] [Accepted: 09/08/2011] [Indexed: 05/31/2023]
Abstract
This paper reports on a qualitative descriptive study that explored student midwives' experiences of the Objective Structured Clinical Examination assessment process for obstetric emergencies within a university setting. The development of fundamental clinical skills is an important component in preparing students to meet the responsibilities of a midwife. There is an international concern that the transfer of midwifery education into universities may impact on the development of midwifery clinical skills. Objective Structured Clinical Examinations (OSCEs) have the potential to promote integration and consolidation of skills prior to clinical placement. Twenty six students (n=36) from two midwifery programmes (BSc and Higher Diploma) participated in four focus groups and Burnard's (2006) framework was used for data analysis. Three main themes emerged following analysis: preparation for the OSCE assessment, the OSCE process and learning through simulating practice. Preparation for the OSCE's which included lectures, demonstrations, and practice of OSCE's facilitated by lecturers and by the students themselves, was considered central to the process. Learning via OSCEs was perceived to be more effective in comparison to other forms of assessment and prepared students for clinical practice. Positive aspects of the process and areas for improvement were identified. Using OSCE's increased the depth of learning for the students with the steps taken in preparation for the OSCE's proving to be a valuable learning tool. This study adds to the evidence on the use of OSCE's in midwifery education.
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Affiliation(s)
- Maebh Barry
- Department of Nursing & Midwifery Health Science Building, Northbank Campus, University of Limerick, Ireland.
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Houghton CE, Casey D, Shaw D, Murphy K. Staff and students' perceptions and experiences of teaching and assessment in Clinical Skills Laboratories: interview findings from a multiple case study. NURSE EDUCATION TODAY 2012; 32:e29-e34. [PMID: 22078867 DOI: 10.1016/j.nedt.2011.10.005] [Citation(s) in RCA: 16] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/10/2011] [Revised: 09/28/2011] [Accepted: 10/12/2011] [Indexed: 05/31/2023]
Abstract
BACKGROUND The Clinical Skills Laboratory has become an essential structure in nurse education and several benefits of its use have been identified. However, the literature identifies the need to examine the transferability of skills learned there into the reality of practice. OBJECTIVE This research explored the role of the Clinical Skills Laboratory in preparing nursing students for the real world of practice. This paper focuses specifically on the perceptions of the teaching and assessment strategies employed there. DESIGN Qualitative multiple case study design. SETTING Five case study sites. PARTICIPANTS Interviewees (n=58) included academic staff, clinical staff and nursing students. METHODS Semi-structured interviews. RESULTS The Clinical Skills Laboratory can provide a pathway to practice and its authenticity is significant. Teaching strategies need to incorporate communication as well as psychomotor skills. Including audio-visual recording into assessment strategies is beneficial. Effective relationships between education institutions and clinical settings are needed to enhance the transferability of the skills learned. CONCLUSIONS The Clinical Skills Laboratory should provide an authentic learning environment, with the appropriate use of teaching strategies. It is crucial that effective links between educators and clinical staff are established and maintained.
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Affiliation(s)
- Catherine E Houghton
- School of Nursing and Midwifery Studies, National University of Ireland, Galway, Ireland.
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Palese A, Bulfone G, Venturato E, Urli N, Bulfone T, Zanini A, Fabris S, Tomietto M, Comisso I, Tosolini C, Zuliani S, Dante A. The cost of the objective structured clinical examination on an Italian nursing bachelor's degree course. NURSE EDUCATION TODAY 2012; 32:422-426. [PMID: 21470724 DOI: 10.1016/j.nedt.2011.03.003] [Citation(s) in RCA: 7] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/21/2010] [Revised: 03/05/2011] [Accepted: 03/08/2011] [Indexed: 05/30/2023]
Abstract
The OSCE (Objective Structured Clinical Examination) is considered the most valid and reliable method for assessing the clinical skills of students training for health professions, but its use is limited by the related high costs. We analyzed the cost retrospectively of using an OSCE designed for second-year students (2009) in our degree course, adopting the Reznick et al. guidelines (1993), which recommend assessing both high-end costs and low-end costs. The high-end costs adopting the OSCE amounted to € 145.23 per student, while the low-end costs were € 31.51 per student. Considering the economic crisis and the cost-containment measures applied also in nursing education, strategies for further reducing costs are discussed.
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Selim AA, Ramadan FH, El-Gueneidy MM, Gaafer MM. Using Objective Structured Clinical Examination (OSCE) in undergraduate psychiatric nursing education: is it reliable and valid? NURSE EDUCATION TODAY 2012; 32:283-288. [PMID: 21555167 DOI: 10.1016/j.nedt.2011.04.006] [Citation(s) in RCA: 34] [Impact Index Per Article: 2.8] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/30/2010] [Revised: 03/28/2011] [Accepted: 04/14/2011] [Indexed: 05/30/2023]
Abstract
UNLABELLED While there is widespread use of OSCE in general nursing specialties, psychiatric nursing has been slow to adopt this evaluation method and it has only recently been introduced to psychiatric nursing education. AIM The main aim of the present study is to test the first application, validity and reliability of the OSCE in undergraduate psychiatric nursing education. METHOD OSCE was developed to assess undergraduate psychiatric nursing students' clinical skills. The students' evaluation of the OSCE process was obtained after the completion of each OSCE circuit. RESULTS The psychiatric nursing OSCE proved to be a reliable and valid method in assessing psychiatric nursing clinical competencies. In general, the students perceived OSCE as a positive experience and stressful on the other hand. CONCLUSION OSCE is a reliable and valid method of assessing the students' psychiatric nursing competency skills. It has been shown to have many advantages over traditional methods of assessment and has the ability to objectively assess psychiatric nursing skills.
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Affiliation(s)
- Abeer A Selim
- Faculty of Nursing, Mansoura University, Gomhuria St, Mansoura, Egypt.
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Ward DJ. The infection control education needs of nursing students: an interview study with students and mentors. NURSE EDUCATION TODAY 2011; 31:819-824. [PMID: 21239089 DOI: 10.1016/j.nedt.2010.12.017] [Citation(s) in RCA: 9] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/09/2010] [Revised: 12/02/2010] [Accepted: 12/20/2010] [Indexed: 05/30/2023]
Abstract
AIM To identify and explore the infection prevention and control education needs of nursing students as perceived by students and mentors. METHODS Semi-structured interviews were undertaken with 31 nursing students within one large university and 32 nurse mentors in one large NHS Trust. Interview transcripts were analysed using framework analysis. RESULTS There were perceived deficits in both levels of knowledge and clinical skills but the emphasis placed on these differed between nursing students and nurse mentors. The use of small group and interactive methods for teaching and learning was preferred, in particular to encourage less confident students to participate more. Assessments in practice placements of specific skills were identified as a good teaching and learning tool by both students and mentors. Infection prevention and control education was considered to be a joint responsibility between the university and Trust, though there was acknowledgement that this joint working was not always evident. Clinical credibility was considered particularly important by mentors in those who teach students. CONCLUSION There may be deficits in the education provided to nursing students in this area. Teaching and learning preferences and strategies for improving some areas of teaching and learning have been identified and several areas for future research have been suggested.
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Affiliation(s)
- Deborah J Ward
- University of Manchester, School of Nursing, Midwifery & Social Work, Jean McFarlane Building, Oxford Road, Manchester, M13 9PL, UK.
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ATHLIN ELSY, LARSSON MARIA, SÖDERHAMN OLLE. A model for a national clinical final examination in the Swedish bachelor programme in nursing. J Nurs Manag 2011; 20:90-101. [DOI: 10.1111/j.1365-2834.2011.01278.x] [Citation(s) in RCA: 10] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/12/2023]
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