Objective Structured Clinical Examinations with simulated patients in postgraduate psychology training: Student perceptions

Exploring Objective Simulation Competency Assessment Experience E-Learning Module Analytics: A Mixed-Methods Study to Improve Nursing Faculty Feedback

Abnormal uterine bleeding is a common clinical concern for adolescent women. This research study aims to improve the clinical reasoning skills of advanced practice nursing students instructed in blended Objective Simulation Competency Assessment clinical experiences by enhancing feedback loops given to students during simulated experiences. A sequential explanatory mixed-methods study design was conducted with two cohorts of first-year women's health nurse practitioner graduate nursing students enrolled in the Women's Health Program at a large Midwestern university. Data were collected across 2 years from two separate cohorts, and analyses included data from 15 participants. The Abnormal Uterine Bleeding module designed with decision pathways was a worthy effort, and faculty value using data analytics from the e-learning module to evaluate student learning. This study describes how nursing faculty created abnormal uterine bleeding content in an online module format that can aid the diagnostic reasoning process and enable feedback to students.

Psychologists and Integrated Behavioral Health Simulation Training: A Survey of Medical Educators and Perspectives of Directors of Clinical Training

It is well established that the integration of behavioral healthcare into the medical home model improves patient outcomes, reduces costs, and increases resident learning. As academic health centers increasingly integrate behavioral healthcare, targeted training for interprofessional collaboration around behavioral healthcare is needed. Simulation educational approaches potentially can provide this training. Health service psychologists are well-poised to support this because of their specialized training in integrated healthcare. The present exploratory study aimed to evaluate existing simulation programs and develop recommendations for integrated behavioral health training and evaluation. Directors of ACGME accredited residency programs that are high utilizers of the medical home model (Pediatrics, Internal Medicine, Medicine/Pediatrics, Family Medicine) as well as Psychiatry residencies and medical schools with membership in the Society for Simulation in Healthcare were recruited to complete a 26-item survey to assess program usage of psychologists as part of simulation training for integrated behavioral healthcare services. Of 79 participants who completed initial items describing their training program, only 32 programs completed the entire survey. While many academic health centers offered integrated team and behavioral health simulations, few utilized psychology faculty in design, implementation, and evaluation. Other behavioral health providers (psychiatrists, social workers) were often involved in medical school and pediatric residency simulations. Few institutions use standardized evaluation. Qualitative feedback and faculty-written questionnaires were often used to evaluate efficacy. Survey responses suggest that psychologists play limited roles in integrated behavioral healthcare simulation despite their expertise in interdisciplinary training, integrated behavioral healthcare, and program evaluation.

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

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.

Development and preliminary testing of a virtual reality measurement for assessing intake assessment skills

Objective structured clinical examinations (OSCEs) have been widely used in health care education to simultaneously assess knowledge, skill and attitude. Due to the high cost of running an OSCE, its application in professional psychology is still limited. To solve this problem, virtual standardised patient (VSP) implementations in creating psychology OSCEs can be a cost-effective method for administering a psychology OSCE regularly. This study aimed to develop and examine the psychometric properties of the VSP version of the Intake OSCE (VSP-Intake OSCE) in measuring psychologists' psychological assessment competencies (PACs) from entry to early practice. The initial development of the VSP-Intake OSCE contains a VSP station and a follow-up written station to measure PACs when conducting an intake assessment. To administer the VSP station, we built a new VSP system that allows psychologists to interact with a VSP verbally. A sample of 36 participants, including 27 graduate students and nine psychologists, were recruited to examine the psychometric properties of the VSP-Intake OSCE. As a newly developed instrument, the VSP-Intake OSCE revealed good inter-rater reliability and construct validity. We believe using VSP implementations to develop psychology OSCEs will be essential in promoting OSCE applications in professional psychology.

Einsatz von Simulationspersonen in der Lehre und Prüfung psychotherapeutischer Kompetenzen

Zusammenfassung. Theoretischer Hintergrund: In der Klinischen Psychologie und Psychotherapie werden bislang kaum Simulationspersonen (SPs) in Lehre und kompetenzorientierten Prüfungen eingesetzt. Deren geplante Nutzung etwa im Rahmen von Approbationsprüfungen nach dem neuen Psychotherapeutengesetz ist sinnvoll, jedoch mit inhaltlichen und methodischen Herausforderungen verknüpft. Fragestellung: Machbarkeit des Einsatzes von SPs in Prüfungsszenarien und Ableitung von relevanten therapeutischen Fertigkeiten, die in solchen Szenarien geprüft werden können. Methode: Quantitative Evaluation der Umsetzbarkeit einer SP-basierten Prüfung psychotherapeutischer Kompetenzen (Studie 1) und qualitative Erarbeitung therapeutischer Beziehungsfertigkeiten als Basis für Szenarien in kompetenzorientierten Prüfungen mit SPs (Studie 2). Ergebnisse: Die Evaluation der SP-basierten Prüfungen zeigte eine positive Bewertung hinsichtlich ihrer Machbarkeit durch Ausbildungsteilnehmende ( N = 48) und Prüfende ( N = 2), aber auch eine begrenzte Interrater-Reliabilität. In der zweiten Studie wurden aus Interviews mit Expertinnen und Experten ( N = 12 Psychotherapeutinnen und -therapeuten) Kompetenzen für Beziehungsaufbau und Aufrechterhaltung als Grundlage für SP-basierte Prüfungsszenarien aus den Bereichen Fertigkeiten, Haltung und Wissen abgeleitet. Schlussfolgerungen: SP-basierte Lehr- und Prüfungsformate in Psychotherapie und Klinischer Psychologie sind mit inhaltlichen und methodischen Anforderungen (u. a. Falldarstellung, Interrater-Reliabilität) verbunden, die bei der Implementierung berücksichtigt werden müssen.