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Allan Danforth DA, Merrill E, Allen P, Armstrong ML, Merritt J. Recommendations After an Objective Structured Clinical Examination Program Evaluation. J Contin Educ Nurs 2023; 54:169-175. [PMID: 37001121 DOI: 10.3928/00220124-20230310-06] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 04/03/2023]
Abstract
BACKGROUND The use of objective structured clinical examinations (OSCEs) is a well-established method of clinical assessment in the medical profession, and these are currently being integrated into advanced practice nursing curricula. METHOD A program assessment was conducted at a current family nurse practitioner track within a southwestern U.S. university using the OSCE evaluative strategy. The logic model from the Centers for Disease Control and Prevention framework was incorporated. Both focus group and the de-identified faculty-scored student rubrics during the fall, spring, and summer semesters of one cohort of students (N = 73) were examined. RESULTS Strengths and challenges were found in the areas of student preparation, scoring/grading with variations of inter-rater reliability, and debriefing. CONCLUSION Establishing a specific OSCE center with a dedicated director could support adequate attainment of formative and summative competencies for nurse practitioners and provide faculty education and standardized student preparation, while adhering to the multiple guidelines and standards related to nurse practitioner competency evaluation with simulation. [J Contin Educ Nurs. 2023;54(4):169-175.].
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Griffith PB, Mariani B, Kelly MM. Diagnostic Reasoning Outcomes in Nurse Practitioner Education: A Scoping Review. J Nurs Educ 2022; 61:579-586. [DOI: 10.3928/01484834-20220803-08] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/05/2022]
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Montgomery A, Chang HCR, Ho MH, Smerdely P, Traynor V. The use and effect of OSCES in post-registration nurses: An integrative review. NURSE EDUCATION TODAY 2021; 100:104845. [PMID: 33721715 DOI: 10.1016/j.nedt.2021.104845] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/17/2020] [Revised: 02/08/2021] [Accepted: 02/24/2021] [Indexed: 06/12/2023]
Abstract
BACKGROUND Objective structured clinical examinations (OSCEs) have been used in the undergraduate medical setting since the 1970s, however little is known about its use and effectiveness in post-registration nurse education. OBJECTIVES The purpose of this review was to critically analyse studies using OSCEs in post-registration nurse education and to explore the use and effectiveness of OSCEs in this cohort. DESIGN This review was conducted using the Whittemore and Knafl's framework for integrated reviews. DATA SOURCES Using the search terms OSCE OR OSCA OR objective structured clinical examination AND nursing NOT undergraduate, a comprehensive review was conducted using CINHAL and MEDLINE. METHODS The initial search located 173 studies. After screening and checking eligibility 19 studies were critically appraised. The final number of studies included in this review was 16. RESULTS Three themes were generated: (i) Application of OSCEs in post-registration level nursing (ii) OSCEs more than an exam: Learning enhancements and (iii) Participant perceived impact of OSCEs. CONCLUSION OSCEs for post-registration nurses have evolved from the original OSCE design and have been adapted to a wide range of clinical settings and specialities. OSCEs were recognized as a valuable learning and assessment tool across the world for post-registration nurses. OSCEs offered strengths in terms of learner satisfaction and increased self-efficacy for this cohort. There was limited evidence supporting the effects of OSCEs within post-registration nursing education in comparison with other educational tools. Further research is needed to explore whether the knowledge gained in OSCEs is translated into clinical practice and whether simulation-based education is more effective in achieving enhanced knowledge compared to traditional-based education. Future research is required using RCT methods to compare the impact of OSCE to traditional-based education.
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Affiliation(s)
- Amy Montgomery
- School of Nursing, Faculty of Science, Medicine and Health, University of Wollongong, Australia; Illawarra Health and Medical Research Institute (IHMRI), Australia; Aged Care Department, St. George Hospital, NSW Health, Kogarah, Australia; St. George and Sutherland Clinical School, University of New South Wales, Australia
| | - Hui-Chen Rita Chang
- School of Nursing, Faculty of Science, Medicine and Health, University of Wollongong, Australia; Illawarra Health and Medical Research Institute (IHMRI), Australia.
| | - Mu-Hsing Ho
- School of Nursing, Faculty of Science, Medicine and Health, University of Wollongong, Australia; Department of Nursing, Taipei Medical University Hospital, Taipei, Taiwan
| | - Peter Smerdely
- School of Nursing, Faculty of Science, Medicine and Health, University of Wollongong, Australia; Aged Care Department, St. George Hospital, NSW Health, Kogarah, Australia; School of Public Health & Community Medicine, University of New South Wales, Australia
| | - Victoria Traynor
- School of Nursing, Faculty of Science, Medicine and Health, University of Wollongong, Australia; Illawarra Health and Medical Research Institute (IHMRI), Australia
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Objective Structured Clinical Examinations as a Method of Competency Evaluation in a Primary Care Nurse Practitioner Program. Nurse Educ 2020; 46:317-321. [PMID: 33315703 DOI: 10.1097/nne.0000000000000951] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/26/2022]
Abstract
BACKGROUND Objective structured clinical examinations (OSCEs) are an effective method of instruction and evaluation. Their use in nurse practitioner (NP) programs as a means of evaluation warrants further exploration. PURPOSE The purpose of this project was to test the applicability and feasibility of implementation of OSCEs as a means of formative evaluation in a primary care NP program and to determine student feedback about the experience. METHODS This project evaluated the implementation of an educational intervention using 2 previously developed and tested OSCE scenarios with standardized patients. RESULTS Mean scores were computed for the subcategories, as well as for global rating scores on the OSCE. Strong correlations were found across categories within the scenario; no correlations were found between scenarios. Moderate intraclass correlation coefficients were achieved. Student feedback about the experience, including perceived competence and confidence, was overwhelmingly positive. CONCLUSIONS This project demonstrates success of a pilot OSCE program.
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Hunt L, Ramjan LM, Daly M, Lewis P, O'reilly R, Willis S, Salamonson Y. Development and psychometric testing of the 10-item satisfaction with Nursing Skill Examination: Objective Structured Clinical Assessment scale. Nurse Educ Pract 2020; 45:102779. [PMID: 32474137 DOI: 10.1016/j.nepr.2020.102779] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/26/2018] [Revised: 03/16/2020] [Accepted: 03/24/2020] [Indexed: 11/15/2022]
Abstract
The Objective Structured Clinical Examination (OSCE) or Assessment (OSCA) has traditionally been used in disciplines such as medicine and nursing, to assess students' competence to perform clinical skills safely in a simulated hospital environment. Despite its accepted use, a validated and reliable tool has yet to be developed and tested to assess students' perception of and satisfaction with this mode of assessment. This study developed and tested the psychometric properties of a brief Objective Structured Clinical Examination tool for assessing student perception that could have transferability across health education settings. The study used a cross-sectional survey design. Final year students (n = 727) enrolled in an undergraduate nursing program in Western Sydney completed the 10-item Satisfaction with Nursing Skill Examination: Objective Structured Clinical Assessment (SINE-OSCA) Scale in 2017. Exploratory factor analysis uncovered a one-component structure with component loading that ranged from 0.45 to 0.86. Cronbach's alpha of the SINE-OSCA was 0.91. Socio-demographic group comparisons revealed that respondents who were: i) male (p = 0.003); ii) non-native-born (p < 0.001); iii) non-English-speaking (p < 0.001); and iv) International (p = 0.001), reported higher satisfaction with clinical assessments, as measured by the SINE-OSCA scale. The SINE-OSCA scale demonstrates validity and reliability in identifying students who may have difficulty with this mode of clinical skill assessment.
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Affiliation(s)
- Leanne Hunt
- Western Sydney University, School of Nursing and Midwifery, Centre for Applied Nursing Research (CANR), Ingham Institute for Applied Medical Research, Locked Bag 1797, Penrith, NSW, 2751, Australia.
| | - Lucie M Ramjan
- Western Sydney University, School of Nursing and Midwifery, Centre for Applied Nursing Research (CANR), Ingham Institute for Applied Medical Research, Locked Bag 1797, Penrith, NSW, 2751, Australia.
| | - Miranda Daly
- Western Sydney University, School of Nursing and Midwifery, Locked Bag 1797, Penrith, NSW, 2751, Australia.
| | - Peter Lewis
- Western Sydney University, School of Nursing and Midwifery, Locked Bag 1797, Penrith, NSW, 2751, Australia.
| | - Rebecca O'reilly
- Western Sydney University, School of Nursing and Midwifery, Centre for Applied Nursing Research (CANR), Ingham Institute for Applied Medical Research, Locked Bag 1797, Penrith, NSW, 2751, Australia.
| | - Sue Willis
- Western Sydney University, School of Nursing and Midwifery, Locked Bag 1797, Penrith, NSW, 2751, Australia.
| | - Yenna Salamonson
- Western Sydney University, School of Nursing and Midwifery, Centre for Applied Nursing Research (CANR), Ingham Institute for Applied Medical Research, Locked Bag 1797, Penrith, NSW, 2751, Australia.
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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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Competency-based education in transitioning nurse practitioner students from education into practice. J Am Assoc Nurse Pract 2019; 31:675-682. [DOI: 10.1097/jxx.0000000000000327] [Citation(s) in RCA: 33] [Impact Index Per Article: 6.6] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/06/2023]
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Dover N, Lee GA, Raleigh M, Baker EJ, Starodub R, Bench S, Garry B. A rapid review of educational preparedness of advanced clinical practitioners. J Adv Nurs 2019; 75:3210-3218. [DOI: 10.1111/jan.14105] [Citation(s) in RCA: 18] [Impact Index Per Article: 3.6] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/04/2018] [Revised: 03/29/2019] [Accepted: 04/30/2019] [Indexed: 11/28/2022]
Affiliation(s)
- Nicola Dover
- Florence Nightingale Faculty of Nursing, Midwifery & Palliative Care King's College London London UK
- North Middlesex University Hospital London UK
| | - Geraldine A. Lee
- Florence Nightingale Faculty of Nursing, Midwifery & Palliative Care King's College London London UK
| | - Mary Raleigh
- Florence Nightingale Faculty of Nursing, Midwifery & Palliative Care King's College London London UK
| | - Edward J. Baker
- Florence Nightingale Faculty of Nursing, Midwifery & Palliative Care King's College London London UK
| | - Roksolana Starodub
- Florence Nightingale Faculty of Nursing, Midwifery & Palliative Care King's College London London UK
| | - Suzanne Bench
- Royal National Orthopaedic Hospital, South Bank University London UK
| | - Brendan Garry
- Florence Nightingale Faculty of Nursing, Midwifery & Palliative Care King's College London London UK
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Jaberi A, Momennasab M. Effectiveness of Standardized Patient in Abdominal Physical Examination Education: A Randomized, Controlled Trial. Clin Med Res 2019; 17:1-10. [PMID: 31160473 PMCID: PMC6546282 DOI: 10.3121/cmr.2019.1446] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 06/13/2018] [Revised: 09/22/2018] [Accepted: 03/28/2019] [Indexed: 11/18/2022]
Abstract
INTRODUCTION Simulation and virtual technologies currently are used to enhance basic and advanced nursing skills. Information on the use of simulation methods in the Iranian nursing education system, particularly regarding standardized patients (SP), is scarce. Hence, the present study aimed to evaluate the effect of using SP on the performance of Iranian nursing students in the physical examination of the abdomen. In addition, the SP method was compared with the purely lecture-based education method. METHODS The present study was of a pre-test/post-test design carried out at the School of Nursing and Midwifery, Kazerun Islamic Azad University (Kazerun, Iran) during 2014. Third-year nursing students were recruited and assigned to either a control or an intervention group. The study was conducted in three phases: pre-test knowledge evaluation, training sessions, and post-test/recall test evaluation of objective structured clinical examination (OSCE). Data were analyzed using the SPSS software (version 16.0). A total of 87 students were included in our analysis. RESULTS All participants were female with a mean age of 21.99±1.73 years. The mean pre-test score of the control and intervention groups were 4.98±2.17 and 5.35±1.77, respectively. No significant difference was observed between the groups regarding the OSCE overall scores (P>0.05). However, there was a significant difference between the mean pre-test and post-test scores in each group (P<0.05). Compared to the control group, the difference in the mean pre-test and post-test scores was higher in the intervention group (4.98±2.17 and 14.43±3.93 in control group vs. 5.35±1.77 and 15.39±3.2 in intervention group, respectively). Furthermore, there was no statistically significant difference between the groups in terms of the post-test and recall test scores. CONCLUSION Our study demonstrates the SP method is an effective tool for learning to perform the physical examination of the abdomen as compared to the purely lecture-based educational method. The present pilot study could be extended to cover training on the physical examination of other human organs.
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Affiliation(s)
- Azita Jaberi
- Community Based Psychiatric Care Research Center, School of Nursing and Midwifery, Shiraz University of Medical Sciences, Shiraz, Iran
| | - Marzieh Momennasab
- Department of Nursing, School of Nursing and Midwifery, Shiraz University of Medical Sciences, Shiraz, Iran
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LaManna JB, Guido-Sanz F, Anderson M, Chase SK, Weiss JA, Blackwell CW. Teaching Diagnostic Reasoning to Advanced Practice Nurses: Positives and Negatives. Clin Simul Nurs 2019. [DOI: 10.1016/j.ecns.2018.10.006] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/27/2022]
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12
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Posey L, Pintz C, Zhou Q(P, Lewis K, Slaven-Lee P, Chen C. Comparing Nurse Practitioner Student Diagnostic Reasoning Outcomes in Telehealth and Face-to-Face Standardized Patient Encounters. JOURNAL OF NURSING REGULATION 2018. [DOI: https:/doi.omscrg/10.1016/s2155-8256(18)30151-0] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/19/2023]
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13
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Comparing Nurse Practitioner Student Diagnostic Reasoning Outcomes in Telehealth and Face-to-Face Standardized Patient Encounters. JOURNAL OF NURSING REGULATION 2018. [DOI: 10.1016/s2155-8256(18)30151-0] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/14/2023]
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Torabizadeh C, Ghodsbin F, Javanmardifard S, Shirazi F, Amirkhani M, Bijani M. The Barriers and Challenges of Applying New Strategies in the Clinical Evaluation of Nursing Students from the Viewpoints of Clinical Teachers. IRANIAN JOURNAL OF NURSING AND MIDWIFERY RESEARCH 2018; 23:305-310. [PMID: 30034492 PMCID: PMC6034533 DOI: 10.4103/ijnmr.ijnmr_17_17] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Indexed: 11/13/2022]
Abstract
BACKGROUND Numerous studies have emphasized the use of new approaches in clinical evaluation. However, there are some challenges and barriers to applying these new approaches. The aim of the present study was to investigate the barriers and challenges of applying new strategies in the clinical evaluation of nursing students from the viewpoints of clinical teachers. MATERIALS AND METHODS This cross-sectional study was conducted among 151 clinical teachers. A researcher-made questionnaire was used to collect data. The questionnaire was validated using library references and a variety of texts, as well as thorough consulting with 15 clinical teachers. The questionnaire's reliability was approved with a Cronbach's alpha of 78%. Data analysis was conducted using Pearson's correlation coefficient, one-way analysis of variance (ANOVA), and descriptive statistics in SPSS software. RESULTS The highest score was related to the "students and clinical environment" domain [24.05 (8.10)], and the lowest to the "facilities" domain [13.31 (1.50)]. One-way ANOVA results showed a significant relationship between the mean scores of academic degree and the two domains of "tests" (F = 9.66, p < 0.001) and "facilities" (F = 8.26, p < 0.001). CONCLUSIONS The implementation of a new approach for evaluating clinical training requires infrastructure and overcoming executive obstacles. Educating students and clinical teachers on new evaluation methods requires their familiarity with the implementation process as well as encouragement and support by their educational institution and administrators.
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Affiliation(s)
- Camellia Torabizadeh
- Community Based psychiatric care Research Center, Department of Nursing, School of Nursing and Midwifery, Shiraz University of Medical Sciences, Shiraz, Iran
| | - Fariba Ghodsbin
- Community Based psychiatric care Research Center, Department of Nursing, School of Nursing and Midwifery, Shiraz University of Medical Sciences, Shiraz, Iran
| | - Sorur Javanmardifard
- Faculty of Nursing and Midwifery, Ahvaz Jundishapur University of Medical Sciences, Ahvaz, Iran
| | - Fatemeh Shirazi
- Department of Nursing, School of Nursing and Midwifery, Shiraz University of Medical Sciences, Shiraz, Iran
| | - Mehdi Amirkhani
- Department of Medical Surgical Nursing, Fasa University of Medical Sciences, Fasa, Iran
| | - Mostafa Bijani
- Department of Medical Surgical Nursing, Fasa University of Medical Sciences, Fasa, Iran
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Consistency in grading clinical skills. Nurse Educ Pract 2018; 31:136-142. [DOI: 10.1016/j.nepr.2018.05.013] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/16/2017] [Revised: 05/07/2018] [Accepted: 05/22/2018] [Indexed: 11/19/2022]
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Facilitating peer based learning through summative assessment – An adaptation of the Objective Structured Clinical Assessment tool for the blended learning environment. Nurse Educ Pract 2018; 28:40-45. [DOI: 10.1016/j.nepr.2017.09.011] [Citation(s) in RCA: 12] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/22/2016] [Revised: 09/11/2017] [Accepted: 09/14/2017] [Indexed: 11/22/2022]
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King K, Porr C, Gaudine A. Fostering Academic Success among English as an Additional Language Nursing Students Using Standardized Patients. Clin Simul Nurs 2017. [DOI: 10.1016/j.ecns.2017.06.001] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/10/2023]
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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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Zhu X, Yang L, Lin P, Lu G, Xiao N, Yang S, Sui S. Assessing Nursing Students' Clinical Competencies Using a Problem-Focused Objective Structured Clinical Examination. West J Nurs Res 2016; 39:388-399. [PMID: 27586442 DOI: 10.1177/0193945916667727] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
The objectives of this study were to develop, implement, and evaluate an innovative modified Objective Structured Clinical Examination (OSCE) model, and to compare students' performance of different clinical skills as assessed by standardized patients and OSCE examiners. Data were obtained from final year undergraduate students undergoing the modified OSCE as a graduation examination. Seventy-seven students rotated through four stations (nine substations). Standardized patients scored students higher than examiners in history taking (9.14 ± 0.92 vs. 8.42 ± 0.85), response to emergency event (8.88 ± 1.12 vs. 7.62 ± 1.54), executive medical orders (8.77 ± 0.96 vs. 8.25 ± 1.43), technical operation (18.21 ± 1.26 vs. 16.91 ± 1.35), nursing evaluation (4.53 ± 0.28 vs. 4.29 ± 0.52), and health education stations (13.79 ± 1.31 vs. 11.93 ± 2.25; p < .01). In addition, the results indicated that the difference between standardized patient and examiner scores for physical examination skills was nonsignificant (8.70 ± 1.18 vs. 8.80 ± 1.27; p > .05). The modified, problem-focused, and nursing process-driven OSCE model effectively assessed nursing students' clinical competencies, and clinical and critical thinking.
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Affiliation(s)
- Xuemei Zhu
- 1 School of Nursing, Harbin Medical University, China
| | - Li Yang
- 1 School of Nursing, Harbin Medical University, China
| | - Ping Lin
- 1 School of Nursing, Harbin Medical University, China
| | - Guizhi Lu
- 1 School of Nursing, Harbin Medical University, China
| | - Ningning Xiao
- 1 School of Nursing, Harbin Medical University, China
| | - Shufen Yang
- 1 School of Nursing, Harbin Medical University, China
| | - Shujie Sui
- 1 School of Nursing, Harbin Medical University, China
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Reyes I, Rodriguez J. Conducting Objective Structured Clinical Exams in a Pediatric Nurse Practitioner Program Using Google Tools. J Nurse Pract 2016. [DOI: 10.1016/j.nurpra.2016.06.004] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
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Bagnasco A, Tolotti A, Pagnucci N, Torre G, Timmins F, Aleo G, Sasso L. How to maintain equity and objectivity in assessing the communication skills in a large group of student nurses during a long examination session, using the Objective Structured Clinical Examination (OSCE). NURSE EDUCATION TODAY 2016; 38:54-60. [PMID: 26803712 DOI: 10.1016/j.nedt.2015.11.034] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.1] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/16/2015] [Revised: 11/05/2015] [Accepted: 11/15/2015] [Indexed: 06/05/2023]
Abstract
BACKGROUND While development, testing, and innovation of the Objective Structured Clinical Examination (OSCE) are common in the international literature, studies from the United States of America (USA), Australia, and the United Kingdom (UK) predominate. There is little known about OSCE use in European countries, such as Italy, where other than cost analysis, there is little reporting of OSCE use or validation. OBJECTIVES This paper reports on one Italian initiative, which evaluated the equity and objectivity of the OSCE method of assessing communication skills. DESIGN An OSCE method was used to assess the communication skills of first-year students of the Degree Course in Nursing. A method of simulation was implemented through role-playing with standardized patients. An observational method was used to collect data. PARTICIPANTS AND SETTINGS Four hundred and twenty-one first-year undergraduate nursing students at one university site in Italy took part. METHODS Ten examination sessions were carried out. The students' performances were assessed by two examiners who used a structured observation grid and conducted their assessment separately. A situation simulated by four nurses with experience as actors was used as the topic for the students' examination. RESULTS Calculation of the daily rate of students who passed the examination revealed a random distribution over time. The nonparametric correlation indexes referring to the assessments and to the scores assigned by the two examiners proved statistically significant (P≤0.001). CONCLUSIONS The study confirmed the validity of the OSCE method in ensuring equity and objectivity of communication skills assessment in a large population of nursing students for the purpose of certification throughout the duration of the examination. This has important implications for nurse education and practice as the extent to which OSCE approaches, while deemed objective, are culturally sensitive or valid and reliable across cultures is not clear. This is something that requires further research and examination in this field.
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Affiliation(s)
- Annamaria Bagnasco
- Department of Health Sciences, University of Genoa, Via Pastore 1, I-16132 Genoa, Italy.
| | - Angela Tolotti
- Department of Health Sciences, University of Genoa, Via Pastore 1, I-16132 Genoa, Italy.
| | - Nicola Pagnucci
- Department of Clinical and Experimental Medicine, University of Pisa, Via Savi 10, I-56100 Pisa, Italy.
| | - Giancarlo Torre
- School of Medical and Pharmaceutical Sciences, University of Genoa, Via Pastore 1, I-16132 Genoa, Italy.
| | - Fiona Timmins
- School of Nursing, Trinity College, College Green, Dublin 2, Ireland.
| | - Giuseppe Aleo
- Department of Health Sciences, University of Genoa, Via Pastore 1, I-16132 Genoa, Italy.
| | - Loredana Sasso
- Department of Health Sciences, University of Genoa, Via Pastore 1, I-16132 Genoa, Italy.
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Abstract
A Specialized Standardized Patient (SSP) is a standardized patient who has advanced nursing education. This article describes an experience of introducing advanced practice registered nurses as SSPs into an advanced health assessment course. The article also discusses the simulated clinical experience and the desired course outcome that the student will be able to merge the patient history and physical exam findings to develop differential diagnoses.
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Schram AP, Mudd S. Implementing Standardized Patients Within Simulation in a Nurse Practitioner Program. Clin Simul Nurs 2015. [DOI: 10.1016/j.ecns.2015.02.002] [Citation(s) in RCA: 7] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/23/2022]
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Integration of Interprofessional Education and Culture into Advanced Practice Simulations. Clin Simul Nurs 2014. [DOI: 10.1016/j.ecns.2014.06.001] [Citation(s) in RCA: 17] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/20/2022]
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Hemingway S, Stephenson J, Roberts B, McCann T. Mental health and learning disability nursing students' perceptions of the usefulness of the objective structured clinical examination to assess their competence in medicine administration. Int J Ment Health Nurs 2014; 23:364-73. [PMID: 25180411 DOI: 10.1111/inm.12051] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/30/2022]
Abstract
The aim of this study was to evaluate mental health and learning disability nursing students' perceptions of the usefulness of the objective structured clinical examination (OSCE) in assessing their administration of medicine competence. Learning disability (n = 24) and mental health (n = 46) students from a single cohort were invited to evaluate their experience of the OSCE. A 10-item survey questionnaire was used, comprising open- and closed-response questions. Twelve (50%) learning disability and 32 (69.6%) mental health nursing students participated. The OSCE was rated highly compared to other theoretical assessments; it was also reported as clinically real and as a motivational learning strategy. However, it did not rate as well as clinical practice. Content analysis of written responses identified four themes: (i) benefits of the OSCE; (ii) suggestions to improve the OSCE; (iii) concern about the lack of clinical reality of the OSCE; and (iv) OSCE-induced stress. The themes, although repeating some of the positive statistical findings, showed that participants were critical of the university setting as a place to conduct clinical assessment, highlighted OSCE-related stress, and questioned the validity of the OSCE as a real-world assessment. The OSCE has an important role in the development of student nurses' administration of medicine skills. However, it might hinder their performance as a result of the stress of being assessed in a simulated environment.
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Affiliation(s)
- Steve Hemingway
- School of Health and Human Sciences, Centre for Health and Social Care Research, University of Huddersfield, West Yorkshire, UK
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Bornais JA, Raiger JE, Krahn RE, El-Masri MM. Evaluating Undergraduate Nursing Students' Learning Using Standardized Patients. J Prof Nurs 2012; 28:291-6. [DOI: 10.1016/j.profnurs.2012.02.001] [Citation(s) in RCA: 25] [Impact Index Per Article: 2.1] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/27/2010] [Indexed: 10/27/2022]
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Pearson T, Garrett L, Hossler S, McConnell P, Walls J. A progressive nurse practitioner student evaluation tool. ACTA ACUST UNITED AC 2012; 24:352-7. [PMID: 22672486 DOI: 10.1111/j.1745-7599.2012.00713.x] [Citation(s) in RCA: 6] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/28/2022]
Abstract
PURPOSE To describe the process of designing a new progressive nurse practitioner student clinical evaluation tool based on competencies. DATA SOURCES Selected research articles and professional organization published guidelines. CONCLUSIONS Evaluation of nurse practitioner students' clinical performance is an important and often complex responsibility of faculty. The clinical evaluation tool should reflect the changing expectations associated with particular courses across the curriculum and be based on the competencies identified by the National Organization of Nurse Practitioner Faculties. Collaboration by faculty is the key to development of an accurate and useful clinical evaluation tool. IMPLICATIONS FOR PRACTICE The progressive nurse practitioner clinical evaluation tool presented here is the result of integrating specific clinical course outcomes and competencies recognized by key nurse practitioner associations.
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Affiliation(s)
- Tamera Pearson
- College of Nursing, East Tennessee State University, Johnson City, Tennessee, USA.
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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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Park SY, Kweon YR. The Effect of Using Standardized Patients in Psychiatric Nursing Practical Training for Nursing College Students. ACTA ACUST UNITED AC 2012. [DOI: 10.12934/jkpmhn.2012.21.1.79] [Citation(s) in RCA: 22] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/13/2022]
Affiliation(s)
| | - Young Ran Kweon
- Assistant Professor, Department of Nursing, College of Medicine, Chosun University, Gwangju, Korea
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