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Kokkiz R, Inangil D, Turkoglu I. The effect of formative assessment on students' clinical knowledge, skills and self-efficacy levels. Nurse Educ Pract 2024; 80:104120. [PMID: 39213838 DOI: 10.1016/j.nepr.2024.104120] [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: 07/21/2024] [Revised: 08/21/2024] [Accepted: 08/26/2024] [Indexed: 09/04/2024]
Abstract
AIM This research aims to examine the effect of using formative assessment methods in clinical education on students' knowledge, skills and self-efficacy levels. BACKGROUND Formative assessment is used as a method designed to identify areas where students fall short and provide feedback for improvement. Formative assessment and feedback represent fundamental characteristics of quality teaching in higher education and play a decisive role in learning in nursing education. Although educators observe students performing practical tasks during clinical education, evaluation is not made by a structured control list. Therefore, just as nursing students are evaluated with "Skill Checklists" in the OSCE exam, there is a need to evaluate nursing skills during patient care in the clinical field. DESIGN The study was designed as a pre-test post-test randomized controlled experimental study. METHOD Before the research, both groups filled out the self-efficacy form. The experimental group received formative assessment throughout the course. At the end of the semester, all students were given a skills test and asked to fill out the self-efficacy form again. Finally, a knowledge test was administered to the entire class. RESULTS The average knowledge score of the experimental group is higher than the control group. It was determined that there was a statistical difference of 16.54 points in the average skill scores between the groups. Posttests showed significant differences in skills such as breathing-cough exercise, basic glycemic measurement, subcutaneous injection and blood collection skills. CONCLUSION It was determined that the formative assessment method increased nursing students' knowledge, skills and self-efficacy levels regarding basic nursing skills.
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Affiliation(s)
- Rukiye Kokkiz
- Fenerbahçe University/Faculty of Health Sciences/Department of Nursing/Nursing Pr., Atasehir Street Istanbul, Atasehir 34758, Turkey.
| | - Demet Inangil
- Fundamental of Nursing Department, Hamidiye Faculty of Nursing, University of Health Sciences, 38 Tıbbiye Street Istanbul, Uskudar 34668, Turkey.
| | - Ilayda Turkoglu
- Fundamental of Nursing Department, Hamidiye Faculty of Nursing, University of Health Sciences, 38 Tıbbiye Street Istanbul, Uskudar 34668, Turkey.
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Liu P, Dong X, Liu F, Fu H. Effects of virtual reality OSCE on nursing students' education: a study protocol for systematic review and meta-analysis. BMJ Open 2024; 14:e082847. [PMID: 38806420 PMCID: PMC11138279 DOI: 10.1136/bmjopen-2023-082847] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 12/05/2023] [Accepted: 05/14/2024] [Indexed: 05/30/2024] Open
Abstract
INTRODUCTION Virtual objective structured clinical examination (OSCE) has been shown to influence the performance of nursing students. However, its specific effects, particularly students' competence, stress, anxiety, confidence, satisfaction with virtual reality OSCE and examiners' satisfaction, remain unclear. METHOD AND ANALYSIS This study aims to assess the effects of virtual reality OSCE on nursing students' education. The study follows the Preferred Reporting Items for Systematic Review and Meta-Analysis Protocol guidelines. A literature search is performed on electronic databases, namely, PubMed, Web of Science, CINAHL, EBSCO, EMBASE and the Cochrane Library. The inclusion criteria adhere to the PICOS principle, encompassing nursing students, including those studying in school and those engaged in hospital internship. This review includes studies on the use of virtual reality OSCE as an assessment tool, compared with traditional clinical examinations, such as in-person OSCE. The outcome assessments encompass (1) competence, (2) stress, (3) anxiety, (4) confidence, (5) student satisfaction with virtual reality OSCE and (6) examiners' satisfaction. These studies are designed as randomised controlled trials (RCTs) or quasi-experimental research. The search time is from the inception of each database to 30 June 2023, without language restriction. Studies for inclusion are screened by two reviewers for data extraction dependently. Any dispute is resolved through discussion. Unresolved disputes are decided by consulting a third author. For the risk of bias (ROB) assessment, the Cochrane ROB tool for RCTs and the risk of bias in non-randomised studies of intervention tool are used. Moreover, RevMan V.5.3 is used for meta-analysis. ETHICS AND DISSEMINATION This study protocol does not include any clinical research and thus does not require ethical approval. Research findings are published in a peer-reviewed journal. PROSPERO REGISTRATION NUMBER CRD42023437685.
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Affiliation(s)
- Ping Liu
- Affiliated Hospital of Nanjing University of Chinese Medicine, Nanjing, Jiangsu, China
| | - Xuan Dong
- Affiliated Hospital of Nanjing University of Chinese Medicine, Nanjing, Jiangsu, China
| | - Fei Liu
- Jiangsu Province Hospital, Nanjing, Jiangsu, China
| | - Haixia Fu
- Affiliated Hospital of Nanjing University of Chinese Medicine, Nanjing, Jiangsu, China
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Zhang R, Wu X, Zhong M, Yu C, Yu J, Jiang J, Duan X. Perspectives and experiences of newly registered nurses surrounding the objective structured clinical examination in an obstetrics and gynecology hospital: A qualitative study in Shanghai, China. NURSE EDUCATION TODAY 2023; 124:105754. [PMID: 36870224 DOI: 10.1016/j.nedt.2023.105754] [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: 07/06/2022] [Revised: 01/19/2023] [Accepted: 02/08/2023] [Indexed: 06/18/2023]
Abstract
OBJECTIVES Newly registered nurses in China are required to attend two years of standardized training programs after graduation, and an evaluation of the training program's effectiveness is critical. The objective structured clinical examination is a relatively new and objective approach to exploring the effectiveness of training programs and is increasingly being encouraged and used in clinics. However, the perspectives and experiences of newly registered nurses in obstetrics and gynecology regarding the objective structured clinical examination are unclear. Therefore, the objective of this study was to investigate newly registered nurses' perspectives and experiences of the objective structured clinical examination in an obstetrics and gynecology hospital. DESIGN This qualitative study was conducted using a phenomenological approach. DATA SOURCES Twenty-four newly registered nurses taking the objective structured clinical examination in a third-level obstetrics and gynecology hospital in Shanghai, China. REVIEW METHODS Semi-structured face-to-face interviews were conducted between July and August 2021. The Colaizzi seven-step framework was applied for data analysis. RESULTS Three main themes and six sub-themes emerged: 1) high satisfaction with the objective structured clinical examination; 2) gaining experience and growing as nurses; and 3) high pressure. CONCLUSION The objective clinical structured examination can be used to assess the competence of newly registered nurses after training in an obstetrics and gynecology hospital. The examination not only enables an objective and comprehensive evaluation of others and self-evaluation but also leads to positive psychological experiences in newly registered nurses. However, interventions are needed to relieve examination pressure and to provide effective support for participants. The objective clinical structured examination can be incorporated into the training assessment system; this study provides a basis for improving training programs and the training of newly registered nurses.
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Affiliation(s)
- Runa Zhang
- Nursing Department, Shanghai First Maternity and Infant Hospital, School of Medicine, Tongji University, Shanghai, China
| | - Xiaoyun Wu
- Department of Cardiovascular Surgery, Shanghai Tenth People's Hospital, School of Medicine, Tongji University, Shanghai, China
| | - Minhui Zhong
- Nursing Department, Shanghai First Maternity and Infant Hospital, School of Medicine, Tongji University, Shanghai, China
| | - Chan Yu
- Department of Gynecology, Shanghai First Maternity and Infant Hospital, School of Medicine, Tongji University, Shanghai 200092, China
| | - Jia Yu
- School of Medicine, Tongji University, Shanghai 200092, China.
| | - Jinxia Jiang
- Emergency Department, Shanghai Tenth People's Hospital, School of Medicine, Tongji University, Shanghai, China.
| | - Xia Duan
- Nursing Department, Shanghai First Maternity and Infant Hospital, School of Medicine, Tongji University, Shanghai, China.
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Chabrera C, Diago E, Curell L. Development, Validity and Reliability of Objective Structured Clinical Examination in Nursing Students. SAGE Open Nurs 2023; 9:23779608231207217. [PMID: 37822363 PMCID: PMC10563491 DOI: 10.1177/23779608231207217] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/16/2023] [Revised: 07/19/2023] [Accepted: 09/18/2023] [Indexed: 10/13/2023] Open
Abstract
Introduction The adoption of measurement instruments such as the Objective Structured Clinical Examination (OSCE) is essential to assess clinical competencies in nursing students. Objective The purpose of this study is to develop an OSCE, analyze its validity and reliability in the nursing curriculum and measure self-assessment, stress and satisfaction. Methods The observational validation study of a measurement instrument was carried out in two phases: the design and development of the OSCE and validity and reliability analysis. Results A total of 118 students participated in the study. Ten scenarios were designed that incorporated six competency components extracted from the curriculum. Good results were obtained in face validity, content validity (CVI .82-.95), criterion validity (r = .71, p < .001), and reliability (α Cronbach .84). Satisfaction and stress scores were high, and self-assessment scores were lower than the scores obtained. Conclusion A rigorously designed OSCE provides a reliable and valid method for assessing the clinical competence of nursing students.
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Affiliation(s)
- Carolina Chabrera
- Associate Professor, Health Department., TecnoCampus, Universitat Pompeu Fabra Research Group in Attention to Chronicity and Innovation in Health (GRACIS), Mataró, Barcelona, Spain
| | - Eva Diago
- Adjunct Professor, Health Department, TecnoCampus, Universitat Pompeu Fabra, Mataró, Barcelona, Spain
| | - Laura Curell
- Assistant Professor, Health Department, TecnoCampus, Universitat Pompeu Fabra, Research Group in Attention to Chronicity and Innovation in Health (GRACIS), Mataró, Barcelona, Spain
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Adibone Emebigwine DL, Linda NS, Martin P. Objective structured clinical examination: Do first-year nursing students perceive it to be stressful? Curationis 2022. [DOI: 10.4102/curationis.v45i1.2339] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/27/2022] Open
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Enoch LC, Abraham RM, Singaram VS. A comparative analysis of the impact of online, blended, and face-to-face learning on medical students' clinical competency in the affective, cognitive, and psychomotor domains. BMC MEDICAL EDUCATION 2022; 22:753. [PMID: 36320031 PMCID: PMC9628081 DOI: 10.1186/s12909-022-03777-x] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/07/2022] [Revised: 09/08/2022] [Accepted: 09/29/2022] [Indexed: 05/30/2023]
Abstract
BACKGROUND The Coronavirus Disease-2019 (COVID-19) pandemic in South Africa compelled medical schools to switch to a purely online curriculum. The innovative changes transformed the standard clinical skills curriculum to increase learning transfer to bridge the theory-practice gap. The efficacy of this intervention remains unknown. This study aims to measure medical students' clinical competency in the affective, cognitive, and psychomotor domains by assessing clinical skills knowledge retention and transfer from the online platform compared to face-to-face and blended learning. METHODS A non-random cross-sectional quasi-experimental study assessed third-year medical students' knowledge retention and learning transfer in three domains of clinical skills competence. Data were obtained using a score sheet during a directly observed formative and a trial online summative assessment. One hundred and one third-year medical students volunteered for the formative onsite assessment that tested the psychomotor domain. Two hundred and thirty-nine students were evaluated on the affective and cognitive domains in the summative online trial mini-objective structured clinical examination (tm-OSCE). The OSCE scores were analysed using descriptive statistics. The significance of the findings was evaluated by comparing OSCE scores with the pre-pandemic 2019 third-year medical students. RESULTS Statistically significant differences were found between the two cohorts of medical students from both years (p < 0.05). The 2021 blended group's (n = 101) medians were 90%, 95%CI [86, 92], 82%, 95%CI [80, 85], and 87%, 95% CI [84, 90] for the psychomotor, affective, and cognitive skills, respectively. The e-learning group's affective and cognitive skills medians were 78%, 95%CI [73, 79] and 76%, 95%CI [71, 78], respectively. The 2019 face-to-face cohort (n = 249) achieved medians of 70%, 95% CI [69, 72] and 84%, 95%CI [82, 86] for the affective and psychomotor skills, respectively. CONCLUSION Medical students demonstrated near and far transfer bridging the theory-practice gap in three clinical skills domains. The blended group performed significantly better than the e-learning and face-to-face groups. Medical schools and educators play a vital role in overcoming learning challenges and achieving higher transfer levels by adopting multiple student-centered teaching delivery approaches and arranging immediate application opportunities. This study offers medical educators suggestions that encourage the transfer of online learning to face-to-face practice, decentralising medical education with a revised blended learning strategy.
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Affiliation(s)
- L. C. Enoch
- School of Clinical Medicine, Clinical and Professional Practice, College of Health Sciences, University of KwaZulu-Natal, Durban, South Africa
| | - R. M. Abraham
- School of Clinical Medicine, Clinical and Professional Practice, College of Health Sciences, University of KwaZulu-Natal, Durban, South Africa
| | - V. S. Singaram
- School of Clinical Medicine, Clinical and Professional Practice, College of Health Sciences, University of KwaZulu-Natal, Durban, South Africa
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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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Dunger C, Schnell MW. Implementierung des Objective Structured Clinical Examination (OSCE) im Masterstudiengang Pflegewissenschaft – Pilotprojekt zur Prüfung der ethischen Kompetenz in Pflegepraxis und -forschung. Ethik Med 2022; 34:451-465. [PMID: 35498231 PMCID: PMC9041672 DOI: 10.1007/s00481-022-00701-1] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/02/2021] [Accepted: 03/22/2022] [Indexed: 11/25/2022]
Abstract
ZusammenfassungDie Vermittlung ethischer Kompetenzen ist wesentlicher Bestandteil in berufsqualifizierenden und postgraduellen Studiengängen. Dabei werden praktisch-ethische Problemlösungskompetenzen, je nach Studiengang aber auch die forschungsethische Betrachtung von Studien thematisiert. Die Überprüfung dieser ethischen Kompetenzen stellt sich als Herausforderung dar. Das schriftliche oder mündliche Abfragen von Lehrinhalten greift zu kurz, da somit lediglich Wissen, jedoch nicht Fertigkeiten oder gar Haltung erfasst werden können.Bei der Reakkreditierung des Masterstudiengangs Pflegewissenschaft an der Universität Witten/Herdecke wurde dieser Herausforderung mit der Umsetzung eines für die postgraduelle Ausbildung innovativen Prüfungsformats begegnet. Für das Modul „Ethik in der Pflegepraxis und -forschung“ wurde ein Format ausgearbeitet, welches sich an den „Objective Structured Clinical Examinations“ orientiert und somit die erworbenen Fertigkeiten und Haltungen der Studierenden mit einbezieht. Der Beitrag zeigt auf, wie das OSCE-Prüfungsformat (kurz: OSCE) konzipiert und eine Adaption erfolgt ist.
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Affiliation(s)
- Christine Dunger
- Lehrstuhl für Sozialphilosophie und Ethik im Gesundheitswesen, Fakultät für Medizin, Private Universität Witten/Herdecke gGmbH, Alfred-Herrhausen-Straße 50, 58448 Witten, Deutschland
| | - Martin W. Schnell
- Lehrstuhl für Sozialphilosophie und Ethik im Gesundheitswesen, Fakultät für Medizin, Private Universität Witten/Herdecke gGmbH, Alfred-Herrhausen-Straße 50, 58448 Witten, Deutschland
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