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Nyangeni T, ten Ham-Baloyi W, van Rooyen DR. Strengthening the planning and design of Objective Structured Clinical Examinations. Health SA 2024; 29:2693. [PMID: 39229317 PMCID: PMC11369580 DOI: 10.4102/hsag.v29i0.2693] [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: 04/08/2024] [Accepted: 07/09/2024] [Indexed: 09/05/2024] Open
Abstract
Background Although Objective Structured Clinical Examinations (OSCEs) offer innovative, objective, and fair methods of clinical assessment, their quality is compromised by poor planning and design. Aim This study aimed to describe the development and present evidence-based recommendations on strengthening the planning and design of OSCEs for a South African public College of Nursing. Setting A South African public College of Nursing. Methods Recommendations were developed based on synthesising two sets of qualitative data. Set 1 included two main themes with each of the four sub-themes related to barriers and facilitators towards quality in OSCE designs from 14 nurse educator interviews and 15 external moderator reports. Set 2 included 12 quality measures to be adopted in the quality design of OSCEs derived from an integrative literature review. The draft recommendations were reviewed by eight experts to be finalised. Results Seven recommendations were developed for strengthening OSCEs' planning and design, related to: (1) policy framework, standard operating procedures and stakeholder code of conduct; (2) blueprinting and mapping of the OSCE content; (3) developing a bank of OSCE stations; (4) scoring rubric and standard-setting method selection; (5) examiners and standardised patients' recruitment and training; (6) venue selection; and (7) station piloting. Conclusion The seven developed recommendations can strengthen the quality of OSCEs in the South African public College of Nursing context. Contribution The developed recommendations can assist nurse educators in planning and designing to conduct quality OSCEs following piloting and implementation.
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Affiliation(s)
- Thandolwakhe Nyangeni
- Department of Nursing Science, Faculty of Health Sciences, Nelson Mandela University, Gqeberha, South Africa
| | - Wilma ten Ham-Baloyi
- Department of Nursing Science, Faculty of Health Sciences, Nelson Mandela University, Gqeberha, South Africa
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Montgomery A, Smerdely P, Hickman L, Traynor V. Comparing the delirium objective structured clinical examination (OSCE) education package to standard education for post-registration nurses: A randomised controlled trial. NURSE EDUCATION TODAY 2024; 139:106211. [PMID: 38676962 DOI: 10.1016/j.nedt.2024.106211] [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: 08/28/2023] [Revised: 03/26/2024] [Accepted: 04/07/2024] [Indexed: 04/29/2024]
Abstract
BACKGROUND A recent pilot study demonstrated that an interactive delirium educational intervention, The Delirium OSCE Education Package, had a positive impact on self-perceptions of confidence and competence in the use of delirium assessment tools and delirium knowledge; delirium knowledge scores; clinical practice; and planned practice change for participants. However, it is not known if The Delirium OSCE Education Package is superior to standard methods of professional development education. OBJECTIVE To determine if The Delirium OSCE Education Package is superior to standard methods of professional development education on observations of delirium care in practice scores for post-registration nurses. DESIGN Clustered randomised, controlled, and observer-blinded, multisite superiority trial with two parallel groups at each site. SETTINGS Three private hospitals across New South Wales, Australia. PARTICIPANTS Registered nurses (RNs) (n = 153) or enrolled nurses (ENs) (n = 37) working in the eligible inpatient medical or surgical wards at each site. METHODS Within each hospital site wards were clusters, with wards rather than individuals being randomised for The Delirium OSCE Education Package or standard professional development education at a ratio of 1:1. The primary outcome was observations of delirium care in practice, 6-weeks post (T1) allocated intervention. Secondary outcomes were self-perceived confidence and competence (self-efficacy) in delirium assessment tools and delirium knowledge; and delirium knowledge scores. RESULTS A total of 51.3 % (n = 20) in the intervention group obtained a satisfactory observation of delirium care in practice score, compared to 34.9 % (n = 15) in the control group (p = 0.134, χ2). The odds of a satisfactory observation of delirium care in practice score for the intervention group was 10.1 times higher than the control (p = 0.009). The mean MCQ score and perceptions of confidence and competence in the intervention and control group increased from baseline to six-weeks post-intervention, however, there was no significant difference between the groups. CONCLUSION The Delirium OSCE Education Package provides the foundation for facilitating change in delirium care. It is recommended that The Delirium OSCE Education Package is implemented as part of a multicomponent strategy involving a validation delirium screening and assessment tool, hospital-specific policy, interprofessional education, and delirium champions. Future studies are needed to evaluate the sustainability of the intervention and if there is a positive impact on patient-level outcomes.
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Affiliation(s)
- Amy Montgomery
- School of Nursing, University of Wollongong, Northfields Ave, Wollongong, NSW 2522, Australia.
| | - Peter Smerdely
- School of Nursing, University of Wollongong, Northfields Ave, Wollongong, NSW 2522, Australia; Aged Care Department, St. George Hospital, Kogarah, Australia; School of Public Health & Community Medicine, University of New South Wales, Australia.
| | - Louise Hickman
- Health University of Wollongong, Northfields Ave, Wollongong, NSW, 2522, Australia..
| | - Victoria Traynor
- School of Nursing, University of Wollongong, Northfields Ave, Wollongong, NSW 2522, Australia.
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Guerrero JG, Alqarni AS, Estadilla LT, Benjamin LS, Rani VI. Raters and examinees training for objective structured clinical examination: comparing the effectiveness of three instructional methodologies. BMC Nurs 2024; 23:500. [PMID: 39039471 PMCID: PMC11265468 DOI: 10.1186/s12912-024-02183-6] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/12/2024] [Accepted: 07/15/2024] [Indexed: 07/24/2024] Open
Abstract
BACKGROUND Utilizing the objective structured clinical examination (OSCE) ensures objectivity when it comes to the assessment of nursing students' skills and competency. However, one challenge in OSCE integration is rater and examinee training and orientation. AIM This study employed a quasi-experimental design to evaluate the effectiveness of different instructional methodologies in training and preparing raters and examinees for the OSCE. METHODS Participants were divided into three group of training methodologies: online, simulation, and traditional lecture (six raters and 18 examinees were assigned to each group). A total of 18 raters and 54 examinees partook. RESULTS The study found that raters trained through simulation exhibited a slight agreement with their rates, compared to those who were trained online and in traditional lectures. Moreover, examinees who were trained through the simulation methodology performed better compared to those trained via the other methodologies. CONCLUSIONS The study findings indicate that using simulation by training raters and examinees in the OSCE is the most effective approach.
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Affiliation(s)
- Jefferson Garcia Guerrero
- College of Nursing, King Khalid University, Abha Al-Qureiger Campus, Abha, Aseer Region, 62529, Saudi Arabia.
| | - Ayidah Sanad Alqarni
- College of Nursing, King Khalid University, Abha Al-Qureiger Campus, Abha, Aseer Region, 62529, Saudi Arabia
| | - Lorraine Turiano Estadilla
- College of Nursing, King Khalid University, Abha Al-Qureiger Campus, Abha, Aseer Region, 62529, Saudi Arabia
| | - Lizy Sonia Benjamin
- College of Nursing, King Khalid University, Abha Al-Qureiger Campus, Abha, Aseer Region, 62529, Saudi Arabia
| | - Vanitha Innocent Rani
- College of Nursing, King Khalid University, Abha Al-Qureiger Campus, Abha, Aseer Region, 62529, Saudi Arabia
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Altabbaa G, Beran TN, Clark M, Oddone Paolucci E. Improving clinical reasoning and communication during handover: An intervention study of the BRIEF-C tool. BMJ Open Qual 2024; 13:e002647. [PMID: 38702061 PMCID: PMC11086570 DOI: 10.1136/bmjoq-2023-002647] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/13/2023] [Accepted: 04/17/2024] [Indexed: 05/06/2024] Open
Abstract
BACKGROUND Existing handover communication tools often lack a clear theoretical foundation, have limited psychometric evidence, and overlook effective communication strategies for enhancing diagnostic reasoning. This oversight becomes critical as communication breakdowns during handovers have been implicated in poor patient care. To address these issues, we developed a structured communication tool: Background, Responsible diagnosis, Included differential diagnosis, Excluded differential diagnosis, Follow-up, and Communication (BRIEF-C). It is informed by cognitive bias theory, shows evidence of reliability and validity of its scores, and includes strategies for actively sending and receiving information in medical handovers. DESIGN A pre-test post-test intervention study. SETTING Inpatient internal medicine and orthopaedic surgery units at one tertiary care hospital. INTERVENTION The BRIEF-C tool was presented to internal medicine and orthopaedic surgery faculty and residents who participated in an in-person educational session, followed by a 2-week period where they practised using it with feedback. MEASUREMENTS Clinical handovers were audiorecorded over 1 week for the pre- and again for the post-periods, then transcribed for analysis. Two faculty raters from internal medicine and orthopaedic surgery scored the transcripts of handovers using the BRIEF-C framework. The two raters were blinded to the time periods. RESULTS A principal component analysis identified two subscales on the BRIEF-C: diagnostic clinical reasoning and communication, with high interitem consistency (Cronbach's alpha of 0.82 and 0.99, respectively). One sample t-test indicated significant improvement in diagnostic clinical reasoning (pre-test: M=0.97, SD=0.50; post-test: M=1.31, SD=0.64; t(64)=4.26, p<0.05, medium to large Cohen's d=0.63) and communication (pre-test: M=0.02, SD=0.16; post-test: M=0.48, SD=0.83); t(64)=4.52, p<0.05, large Cohen's d=0.83). CONCLUSION This study demonstrates evidence supporting the reliability and validity of scores on the BRIEF-C as good indicators of diagnostic clinical reasoning and communication shared during handovers.
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Affiliation(s)
- Ghazwan Altabbaa
- Department of Medicine, Cumming School of Medicine, University of Calgary, Calgary, Alberta, Canada
| | - Tanya Nathalie Beran
- Community Health Sciences, Cumming School of Medicine, University of Calgary, Calgary, Alberta, Canada
| | - Marcia Clark
- Department of Surgery, Cumming School of Medicine, University of Calgary, Calgary, Alberta, Canada
| | - Elizabeth Oddone Paolucci
- Community Health Sciences, Cumming School of Medicine, University of Calgary, Calgary, Alberta, Canada
- Department of Surgery, Cumming School of Medicine, University of Calgary, Calgary, Alberta, Canada
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Palmar‐Santos AM, Oter‐Quintana C, Olmos R, Pedraz‐Marcos A, Robledo‐Martin J. A mixed methods study using case studies prepared by nursing students as a clinical practice evaluation tool. Nurs Open 2023; 10:6592-6601. [PMID: 37340631 PMCID: PMC10415993 DOI: 10.1002/nop2.1919] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/22/2022] [Revised: 05/12/2023] [Accepted: 06/05/2023] [Indexed: 06/22/2023] Open
Abstract
AIM To identify the presence of variability in the evaluation of case studies prepared by nursing students during their primary care rotations based on the existing evaluation rubric. To explore the difficulties experienced by link lecturers and students in preparing and evaluating case studies. DESIGN A mixed methods study. METHODS The scores for the rubric items and the final grades for the case studies were collected from a sample of 132 cases. Qualitative information was collected by conducting open-ended interviews with lecturers and a focus group session with students. RESULTS Statistically significant differences were identified between the lecturers' mean final grades [F(5.136) = 3.984, p = 0.002] and a variety of items in the evaluation rubric (p < 0.05). In addition, effect sizes [η2 (≈0.14)] of considerable magnitude were found. Two themes emerged from the qualitative data: (1). the challenge of preparing the case studies and (2). the variable nature of the evaluations.
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Affiliation(s)
- Ana María Palmar‐Santos
- Nursing Department, Faculty of MedicineAutonomous University of MadridMadridSpain
- Member of the Nursing and Health Care Research Group of the Health Research Institute “Puerta de Hierro‐Segovia de Arana” (IDIPHISA)MajadahondaSpain
| | - Cristina Oter‐Quintana
- Nursing Department, Faculty of MedicineAutonomous University of MadridMadridSpain
- Member of the Nursing and Health Care Research Group of the Health Research Institute “Puerta de Hierro‐Segovia de Arana” (IDIPHISA)MajadahondaSpain
| | - Ricardo Olmos
- Social Psychology and Methodology Department, Faculty of PsychologyAutonomous University of MadridMadridSpain
| | - Azucena Pedraz‐Marcos
- Health Care Research Unit, Institute of Health Carlos III; Nursing Department, Faculty of MedicineAutonomous University of MadridSpain
| | - Juana Robledo‐Martin
- Nursing Department, Faculty of MedicineAutonomous University of MadridMadridSpain
- Member of the Gregorio Marañon Health Research InstituteIiSGMMadridSpain
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“Evaluation of Simulation Using Objective Structured Clinical Examination (OSCE) Among Undergraduate Nursing Students: A Systematic Review”. INTERNATIONAL JOURNAL OF AFRICA NURSING SCIENCES 2023. [DOI: 10.1016/j.ijans.2023.100553] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 03/11/2023] Open
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7
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El Hussein MT, Hakkola J. Valid and Reliable Tools to Measure Safety of Nursing Students During Simulated Learning Experiences: A Scoping Review. TEACHING AND LEARNING IN NURSING 2023. [DOI: 10.1016/j.teln.2022.12.009] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 03/09/2023]
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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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Buléon C, Mattatia L, Minehart RD, Rudolph JW, Lois FJ, Guillouet E, Philippon AL, Brissaud O, Lefevre-Scelles A, Benhamou D, Lecomte F, group TSAWS, Bellot A, Crublé I, Philippot G, Vanderlinden T, Batrancourt S, Boithias-Guerot C, Bréaud J, de Vries P, Sibert L, Sécheresse T, Boulant V, Delamarre L, Grillet L, Jund M, Mathurin C, Berthod J, Debien B, Gacia O, Der Sahakian G, Boet S, Oriot D, Chabot JM. Simulation-based summative assessment in healthcare: an overview of key principles for practice. ADVANCES IN SIMULATION (LONDON, ENGLAND) 2022; 7:42. [PMID: 36578052 PMCID: PMC9795938 DOI: 10.1186/s41077-022-00238-9] [Citation(s) in RCA: 7] [Impact Index Per Article: 3.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 03/02/2022] [Accepted: 11/30/2022] [Indexed: 12/29/2022]
Abstract
BACKGROUND Healthcare curricula need summative assessments relevant to and representative of clinical situations to best select and train learners. Simulation provides multiple benefits with a growing literature base proving its utility for training in a formative context. Advancing to the next step, "the use of simulation for summative assessment" requires rigorous and evidence-based development because any summative assessment is high stakes for participants, trainers, and programs. The first step of this process is to identify the baseline from which we can start. METHODS First, using a modified nominal group technique, a task force of 34 panelists defined topics to clarify the why, how, what, when, and who for using simulation-based summative assessment (SBSA). Second, each topic was explored by a group of panelists based on state-of-the-art literature reviews technique with a snowball method to identify further references. Our goal was to identify current knowledge and potential recommendations for future directions. Results were cross-checked among groups and reviewed by an independent expert committee. RESULTS Seven topics were selected by the task force: "What can be assessed in simulation?", "Assessment tools for SBSA", "Consequences of undergoing the SBSA process", "Scenarios for SBSA", "Debriefing, video, and research for SBSA", "Trainers for SBSA", and "Implementation of SBSA in healthcare". Together, these seven explorations provide an overview of what is known and can be done with relative certainty, and what is unknown and probably needs further investigation. Based on this work, we highlighted the trustworthiness of different summative assessment-related conclusions, the remaining important problems and questions, and their consequences for participants and institutions of how SBSA is conducted. CONCLUSION Our results identified among the seven topics one area with robust evidence in the literature ("What can be assessed in simulation?"), three areas with evidence that require guidance by expert opinion ("Assessment tools for SBSA", "Scenarios for SBSA", "Implementation of SBSA in healthcare"), and three areas with weak or emerging evidence ("Consequences of undergoing the SBSA process", "Debriefing for SBSA", "Trainers for SBSA"). Using SBSA holds much promise, with increasing demand for this application. Due to the important stakes involved, it must be rigorously conducted and supervised. Guidelines for good practice should be formalized to help with conduct and implementation. We believe this baseline can direct future investigation and the development of guidelines.
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Affiliation(s)
- Clément Buléon
- grid.460771.30000 0004 1785 9671Department of Anesthesiology, Intensive Care and Perioperative Medicine, Caen Normandy University Hospital, 6th Floor, Caen, France ,grid.412043.00000 0001 2186 4076Medical School, University of Caen Normandy, Caen, France ,grid.419998.40000 0004 0452 5971Center for Medical Simulation, Boston, MA USA
| | - Laurent Mattatia
- grid.411165.60000 0004 0593 8241Department of Anesthesiology, Intensive Care and Perioperative Medicine, Nîmes University Hospital, Nîmes, France
| | - Rebecca D. Minehart
- grid.419998.40000 0004 0452 5971Center for Medical Simulation, Boston, MA USA ,grid.32224.350000 0004 0386 9924Department of Anesthesia, Critical Care and Pain Medicine, Massachusetts General Hospital, Boston, MA USA ,grid.38142.3c000000041936754XHarvard Medical School, Boston, MA USA
| | - Jenny W. Rudolph
- grid.419998.40000 0004 0452 5971Center for Medical Simulation, Boston, MA USA ,grid.32224.350000 0004 0386 9924Department of Anesthesia, Critical Care and Pain Medicine, Massachusetts General Hospital, Boston, MA USA ,grid.38142.3c000000041936754XHarvard Medical School, Boston, MA USA
| | - Fernande J. Lois
- grid.4861.b0000 0001 0805 7253Department of Anesthesiology, Intensive Care and Perioperative Medicine, Liège University Hospital, Liège, Belgique
| | - Erwan Guillouet
- grid.460771.30000 0004 1785 9671Department of Anesthesiology, Intensive Care and Perioperative Medicine, Caen Normandy University Hospital, 6th Floor, Caen, France ,grid.412043.00000 0001 2186 4076Medical School, University of Caen Normandy, Caen, France
| | - Anne-Laure Philippon
- grid.411439.a0000 0001 2150 9058Department of Emergency Medicine, Pitié Salpêtrière University Hospital, APHP, Paris, France
| | - Olivier Brissaud
- grid.42399.350000 0004 0593 7118Department of Pediatric Intensive Care, Pellegrin University Hospital, Bordeaux, France
| | - Antoine Lefevre-Scelles
- grid.41724.340000 0001 2296 5231Department of Emergency Medicine, Rouen University Hospital, Rouen, France
| | - Dan Benhamou
- grid.413784.d0000 0001 2181 7253Department of Anesthesiology, Intensive Care and Perioperative Medicine, Kremlin Bicêtre University Hospital, APHP, Paris, France
| | - François Lecomte
- grid.411784.f0000 0001 0274 3893Department of Emergency Medicine, Cochin University Hospital, APHP, Paris, France
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Raziani Y, Nazari A, Raziani S. Nursing students' experiences with the objective structured clinical examination (OSCE): A qualitative study. INTERNATIONAL JOURNAL OF AFRICA NURSING SCIENCES 2022. [DOI: 10.1016/j.ijans.2022.100433] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/28/2022] Open
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Nyangeni T, van Rooyen DRM, Du Plessis AH, Ten Ham-Baloyi W. Quality management of objective structured clinical examinations: An integrative literature review. NURSE EDUCATION TODAY 2022; 109:105223. [PMID: 34802793 DOI: 10.1016/j.nedt.2021.105223] [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: 06/24/2021] [Revised: 11/02/2021] [Accepted: 11/11/2021] [Indexed: 06/13/2023]
Abstract
BACKGROUND Objective Structured Clinical Examinations are widely adopted as a clinical assessment method in nurse education. Quality is an integral aspect of the design and implementation of OSCEs, facilitating their credibility and rigour. However, there is a dearth of literature regarding the management of the quality of Objective Structured Clinical Examinations. OBJECTIVE To summarise existing literature regarding best practices on the management of the quality of Objective Structured Clinical Examinations in health science education. DESIGN An integrative literature review. DATA SOURCES EBSCOhost, including CINAHL, eBook Collection, E-journals, ERIC, Health Source-Consumer Edition, Health Source-Nursing/Academic Edition, Humanities International Complete and MEDLINE, together with Cochrane Online, PubMed, Taylor & Francis Online and ScienceDirect, were searched, followed by hand searching of references as well as a manual search for grey literature, using Google. REVIEW METHODS Using predetermined inclusion and exclusion criteria, research documents (experimental, non-experimental, descriptive and qualitative studies), non-research documents (editorials, opinion letters), including grey literature, published between January 2010 and March 2021. RESULTS A total of thirteen (n = 13) studies were included in the review. A total of 22 quality measures were identified, which should be applied in the preparation and planning, implementation and evaluation phases of Objective Structured Clinical Examinations. The preparation and planning phase is crucial for the quality of Objective Structured Clinical Examinations, as more than half (n = 12) of the 22 quality measures were identified in this phase. CONCLUSIONS There is limited available recorded evidence that defines and describes the management of the quality of Objective Structured Clinical Examinations. Future research should focus on the context-specific use of psychometric analysis to ensure generation of valid, objective and consistent assessment during Objective Structured Clinical Examinations. More rigorous large-scale studies (such as quantitative or randomised controlled trials) regarding management of variances amongst examiner scores, impact of moderation on Objective Structured Clinical Examinations, and virtual Objective Structured Clinical Examinations should be conducted.
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Affiliation(s)
- Thandolwakhe Nyangeni
- Nelson Mandela University, Department of Nursing Science, Faculty of Health Sciences, Summerstrand, 6031 Port Elizabeth, South Africa.
| | - Dalena R M van Rooyen
- Nelson Mandela University, Faculty of Health Sciences, Summerstrand, 6031 Port Elizabeth, South Africa.
| | - Allison Herelene Du Plessis
- Nelson Mandela University, Department of Nursing Science, Faculty of Health Sciences, Summerstrand, 6031 Port Elizabeth, South Africa.
| | - Wilma Ten Ham-Baloyi
- Nelson Mandela University, Faculty of Health Sciences, Summerstrand, 6031 Port Elizabeth, South Africa.
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Guzmán-Almagro MI, Oter-Quintana C, Martín-Salinas CC, Cid-Galán ML, Carrillo-Camacho E, Navarta-Sánchez MV, Castedo-Martínez O, Alcolea-Cosín MT, Fonseca LMM, Parro-Moreno AI. Avaliação de uma intervenção educacional (edworkcases) envolvendo casos clínicos e estudantes de Enfermagem: um estudo observacional transversal. Rev Lat Am Enfermagem 2022. [DOI: 10.1590/1518-8345.6190.3724] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/11/2023] Open
Abstract
Resumo Objetivo: avaliar o impacto da intervenção educacional (edworkcases) nos resultados da avaliação dos alunos em suas práticas clínicas, suas atitudes em relação aos diagnósticos de Enfermagem e sua satisfação. Método: estudo observacional transversal, realizado com 69 estudantes do terceiro ano de Enfermagem de uma universidade pública de Madri, Espanha. Os dados analisados foram obtidos das notas dos alunos em suas práticas clínicas, bem como, os escores pré- e pós-intervenção na Escala de Posições frente ao Diagnóstico de Enfermagem e uma pesquisa de satisfação. A comparação de médias por participação no projeto (sim/não) foi realizada por meio do teste t de Student. A comparação de médias por professor foi realizada por meio de testes de Kruskal-Wallis. Resultados: taxa de participação: 72,4%; 92% dos participantes eram mulheres; mediana de idade de 21 anos. Foram encontradas diferenças estatisticamente significativas entre participantes e não participantes em termos de pontuação média na Avaliação Geral e na Avaliação do Estudo de Caso, com maiores pontuações encontradas entre o grupo de participantes. A pontuação média das atitudes em relação aos diagnósticos de Enfermagem foi de 99,9 (DP=2,8) antes da intervenção e 111,1 (DP=2,9) após a intervenção [IC 95%: 3,3-19,2]. Conclusão: a utilização de edworkcases como parte do treinamento prático foi considerada satisfatória, permitindo a articulação teoria e prática e melhorando as atitudes dos alunos em relação aos diagnósticos de Enfermagem.
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Affiliation(s)
| | - Cristina Oter-Quintana
- Autonomous University of Madrid, Spain; Puerta de Hierro-Segovia de Arana Health Research Institute, Spain; Rey Juan Carlos University, Spain
| | | | | | | | | | - Oscar Castedo-Martínez
- Autonomous University of Madrid, Spain; Puerta de Hierro-Majadahonda University Hospital, Spain
| | | | | | - Ana Isabel Parro-Moreno
- Autonomous University of Madrid, Spain; Puerta de Hierro-Segovia de Arana Health Research Institute, Spain
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Guzmán-Almagro MI, Oter-Quintana C, Martín-Salinas CC, Cid-Galán ML, Carrillo-Camacho E, Navarta-Sánchez MV, Castedo-Martínez O, Alcolea-Cosín MT, Fonseca LMM, Parro-Moreno AI. Evaluación de una intervención educativa (edworkcases) que involucra casos clínicos y estudiantes de Enfermería: estudio transversal y observacional. Rev Lat Am Enfermagem 2022. [DOI: 10.1590/1518-8345.6190.3722] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/10/2023] Open
Abstract
Resumen Objetivo: evaluar el efecto de la intervención educativa (edworkcases) sobre los resultados de la evaluación de los estudiantes en sus prácticas clínicas, sus actitudes hacia los diagnósticos de Enfermería y su nivel de satisfacción. Método: en este estudio se empleó un diseño transversal y observacional. Los participantes fueron 68 estudiantes de tercer año de la carrera de Enfermería de una universidad pública de Madrid, España. Los datos que se analizaron en el estudio fueron las calificaciones obtenidas por los estudiantes en sus prácticas clínicas, al igual que las puntuaciones antes y después de la intervención en la Escala de Posicionamiento ante el Diagnóstico de Enfermería y en una encuesta de satisfacción. Se utilizó la prueba t de Student para realizar una comparación de valores medios por participación en el proyecto (sí/no). La comparación de valores medios por profesor se llevó a cabo por medio de pruebas Kruskal-Wallis. Resultados: índice de participación: 72,4%; el 92% de los participantes eran mujeres, con una mediana de edad de 21 años. Se encontraron diferencias estadísticamente significativas entre participantes y no participantes en cuanto a la puntuación media en la Evaluación General y en la Evaluación de Estudios de Caso, con puntuaciones más elevadas en el grupo de participantes. Las puntuaciones medias correspondientes a las actitudes con respecto a los diagnósticos de Enfermería fueron 99,9 (SD=2,8) y 111.1 (SD=2.9) antes y después de la intervención, respectivamente [IC 95%: 3,3-19,2]. Conclusión: se consideró satisfactorio utilizar edworkcases como parte te la capacitación práctica, lo que permitió combinar teoría y práctica y mejorar las actitudes de los estudiantes con respecto a los diagnósticos de Enfermería.
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Affiliation(s)
| | - Cristina Oter-Quintana
- Autonomous University of Madrid, Spain; Puerta de Hierro-Segovia de Arana Health Research Institute, Spain; Rey Juan Carlos University, Spain
| | | | | | | | | | - Oscar Castedo-Martínez
- Autonomous University of Madrid, Spain; Puerta de Hierro-Majadahonda University Hospital, Spain
| | | | | | - Ana Isabel Parro-Moreno
- Autonomous University of Madrid, Spain; Puerta de Hierro-Segovia de Arana Health Research Institute, Spain
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Guzmán-Almagro MI, Oter-Quintana C, Martín-Salinas CC, Cid-Galán ML, Carrillo-Camacho E, Navarta-Sánchez MV, Castedo-Martínez O, Alcolea-Cosín MT, Fonseca LMM, Parro-Moreno AI. Evaluation of an educational intervention (edworkcases) involving clinical cases and Nursing students: a cross-sectional observational study. Rev Lat Am Enfermagem 2022; 30:e3723. [PMID: 36629726 PMCID: PMC9818300 DOI: 10.1590/1518-8345.6190.3723] [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] [Received: 05/06/2022] [Accepted: 07/07/2022] [Indexed: 01/11/2023] Open
Abstract
OBJECTIVE to evaluate the impact of the (edworkcases) educational intervention on students' evaluation outcomes in their clinical practices, their attitudes towards Nursing diagnoses, and their satisfaction. METHOD this study used a cross-sectional observational design. The participants were 69 third-year Nursing students from a public university in Madrid, Spain. The data analysed in the study were the grades obtained by students for their clinical practices, as well as pre-post intervention scores on the Positions on Nursing Diagnosis Scale and a satisfaction survey. A means comparison by participation in the project (yes/no) was carried out using Student's t-test. A means comparison by professor was conducted using Kruskal-Wallis tests. RESULTS participation rate: 72.4%; 92% of the participants were women; median age = 21 years old. Statistically significant differences were found between participants and non-participants in terms of mean score in the Overall Evaluation and in the Case Study Evaluation, with higher scores found among the group of participants. The mean score for attitudes towards Nursing diagnoses was 99.9 (SD=2.8) before the intervention and 111.1 (SD=2.9) after the intervention [95% CI: 3.3-19.2]. CONCLUSION the use of (edworkcases) as part of the practical training was considered satisfactory, enabling theory and practice to be combined and improving students' attitudes towards Nursing diagnoses.
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Affiliation(s)
- María Isabel Guzmán-Almagro
- Autonomous University of Madrid, Nursing Department, Madrid, Madrid, Spain., La Paz University Hospital, Madrid, Madrid, Spain
| | - Cristina Oter-Quintana
- Autonomous University of Madrid, Nursing Department, Madrid, Madrid, Spain., Puerta de Hierro-Segovia de Arana Health Research Institute, Nursing and Health Care Research Group, Majadahonda, Madrid, Spain., Rey Juan Carlos University, Faculty of Health Sciences, Alcorcón, Madrid, Spain
| | | | | | - Elena Carrillo-Camacho
- Autonomous University of Madrid, Nursing Department, Madrid, Madrid, Spain., La Paz University Hospital, Madrid, Madrid, Spain
| | - María Victoria Navarta-Sánchez
- Autonomous University of Madrid, Nursing Department, Madrid, Madrid, Spain., Puerta de Hierro-Segovia de Arana Health Research Institute, Nursing and Health Care Research Group, Majadahonda, Madrid, Spain
| | - Oscar Castedo-Martínez
- Autonomous University of Madrid, Nursing Department, Madrid, Madrid, Spain., Puerta de Hierro-Majadahonda University Hospital, Majadahonda, Madrid, Spain
| | | | - Luciana Mara Monti Fonseca
- Universidade de São Paulo, Escola de Enfermagem de Ribeirão Preto, PAHO/WHO Collaborating Centre for Nursing Research Development, Ribeirão Preto, SP, Brazil
| | - Ana Isabel Parro-Moreno
- Autonomous University of Madrid, Nursing Department, Madrid, Madrid, Spain., Puerta de Hierro-Segovia de Arana Health Research Institute, Nursing and Health Care Research Group, Majadahonda, Madrid, Spain
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Ho MH, (Rita) Chang HC, Chen KH, Traynor V. INDICATION for critical care nurses: Protocol for a quasi-experimental study testing the effects of a multi-modal education intervention for delirium care. Collegian 2021. [DOI: 10.1016/j.colegn.2021.01.001] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/22/2022]
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16
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Arrogante O, González-Romero GM, López-Torre EM, Carrión-García L, Polo A. Comparing formative and summative simulation-based assessment in undergraduate nursing students: nursing competency acquisition and clinical simulation satisfaction. BMC Nurs 2021; 20:92. [PMID: 34103020 PMCID: PMC8186200 DOI: 10.1186/s12912-021-00614-2] [Citation(s) in RCA: 6] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/09/2021] [Accepted: 05/17/2021] [Indexed: 11/12/2023] Open
Abstract
BACKGROUND Formative and summative evaluation are widely employed in simulated-based assessment. The aims of our study were to evaluate the acquisition of nursing competencies through clinical simulation in undergraduate nursing students and to compare their satisfaction with this methodology using these two evaluation strategies. METHODS Two hundred eighteen undergraduate nursing students participated in a cross-sectional study, using a mixed-method. MAES© (self-learning methodology in simulated environments) sessions were developed to assess students by formative evaluation. Objective Structured Clinical Examination sessions were conducted to assess students by summative evaluation. Simulated scenarios recreated clinical cases of critical patients. Students´ performance in all simulated scenarios were assessed using checklists. A validated questionnaire was used to evaluate satisfaction with clinical simulation. Quantitative data were analysed using the IBM SPSS Statistics version 24.0 software, whereas qualitative data were analysed using the ATLAS-ti version 8.0 software. RESULTS Most nursing students showed adequate clinical competence. Satisfaction with clinical simulation was higher when students were assessed using formative evaluation. The main students' complaints with summative evaluation were related to reduced time for performing simulated scenarios and increased anxiety during their clinical performance. CONCLUSION The best solution to reduce students' complaints with summative evaluation is to orient them to the simulated environment. It should be recommended to combine both evaluation strategies in simulated-based assessment, providing students feedback in summative evaluation, as well as evaluating their achievement of learning outcomes in formative evaluation.
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Affiliation(s)
- Oscar Arrogante
- Fundación San Juan de Dios, Centro de Ciencias de la Salud San Rafael, Universidad de Nebrija, Paseo de La Habana, 70, 28036, Madrid, Spain.
| | - Gracia María González-Romero
- Fundación San Juan de Dios, Centro de Ciencias de la Salud San Rafael, Universidad de Nebrija, Paseo de La Habana, 70, 28036, Madrid, Spain
| | - Eva María López-Torre
- Fundación San Juan de Dios, Centro de Ciencias de la Salud San Rafael, Universidad de Nebrija, Paseo de La Habana, 70, 28036, Madrid, Spain
| | - Laura Carrión-García
- Fundación San Juan de Dios, Centro de Ciencias de la Salud San Rafael, Universidad de Nebrija, Paseo de La Habana, 70, 28036, Madrid, Spain
| | - Alberto Polo
- Fundación San Juan de Dios, Centro de Ciencias de la Salud San Rafael, Universidad de Nebrija, Paseo de La Habana, 70, 28036, Madrid, Spain
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Arrogante O, López-Torre EM, Carrión-García L, Polo A, Jiménez-Rodríguez D. High-Fidelity Virtual Objective Structured Clinical Examinations with Standardized Patients in Nursing Students: An Innovative Proposal during the COVID-19 Pandemic. Healthcare (Basel) 2021; 9:355. [PMID: 33804700 PMCID: PMC8004020 DOI: 10.3390/healthcare9030355] [Citation(s) in RCA: 9] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/22/2021] [Revised: 03/11/2021] [Accepted: 03/17/2021] [Indexed: 12/28/2022] Open
Abstract
In response to the cancellation of in-person objective structured clinical examinations (OSCEs) prompted by confinement due to the COVID-19 pandemic, we designed a solution to adapt our traditional OSCEs to this new reality in nursing education. We implemented an innovative teaching proposal based on high-fidelity virtual OSCEs with standardized patients. The purposes of our study were to describe this innovative teaching proposal and compare nursing competence acquisition in final year nursing students through virtual and in-person OSCE modalities. The study included 234 undergraduate students: 123 students were assessed through high-fidelity virtual OSCEs during May 2020, whereas 111 students were assessed through in-person OSCEs during May 2019. The structure of OSCEs, including its stations, clinical simulated scenarios, and checklists, was the same in both OSCE modalities. The effect size of the differences among the competence categories of checklists, including their total scores, was small. Regarding our virtual OSCEs was similarly successful to in-person OSCEs, this online format was found to be useful, feasible, and cost-saving when in-person OSCE was not possible. Therefore, high-fidelity virtual OSCEs with standardized patients could be considered as another choice of OSCE not only in the current COVID-19 pandemic but could also be extended to normal situations, even post-pandemic.
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Affiliation(s)
- Oscar Arrogante
- Fundación San Juan de Dios, Centro de Ciencias de la Salud San Rafael, Universidad de Nebrija, Paseo de La Habana, 70, 28036 Madrid, Spain; (E.M.L.-T.); (L.C.-G.); (A.P.)
| | - Eva María López-Torre
- Fundación San Juan de Dios, Centro de Ciencias de la Salud San Rafael, Universidad de Nebrija, Paseo de La Habana, 70, 28036 Madrid, Spain; (E.M.L.-T.); (L.C.-G.); (A.P.)
| | - Laura Carrión-García
- Fundación San Juan de Dios, Centro de Ciencias de la Salud San Rafael, Universidad de Nebrija, Paseo de La Habana, 70, 28036 Madrid, Spain; (E.M.L.-T.); (L.C.-G.); (A.P.)
| | - Alberto Polo
- Fundación San Juan de Dios, Centro de Ciencias de la Salud San Rafael, Universidad de Nebrija, Paseo de La Habana, 70, 28036 Madrid, Spain; (E.M.L.-T.); (L.C.-G.); (A.P.)
| | - Diana Jiménez-Rodríguez
- Departamento de Enfermería, Fisioterapia y Medicina, Universidad de Almería, 04120 Almería, Spain;
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Gcawu SN, van Rooyen DRM, Jordan P, Ten Ham-Baloyi W. Clinical teaching practices of nurse educators at a public college of nursing in South Africa: A survey study. Nurse Educ Pract 2020; 50:102935. [PMID: 33278701 DOI: 10.1016/j.nepr.2020.102935] [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: 05/27/2019] [Revised: 08/29/2020] [Accepted: 11/19/2020] [Indexed: 10/22/2022]
Abstract
Standardisation of clinical teaching practices by nurse educators for undergraduate students is vital, especially within large nursing education institutions distributed over multiple campuses. This quantitative study investigated current clinical teaching practices of nurse educators at a Public College of Nursing in South Africa. A total of n = 68 nurse educators were selected from 5 campuses over a two-month period (April-May 2016), using convenience sampling. Data was collected with a structured questionnaire, the design of which was informed by the Dundee Three Circle Outcomes Model for Clinical Teaching. The results showed that 37% (n = 25) of the nurse educators had above 10 years of clinical teaching experience. Of the 66% (n = 45) who had formal education on clinical teaching practices, 49% (n = 33) received in-service education. Most nurse educators were willing to share amongst colleagues documents they used for clinical teaching, to promote standardisation of teaching practices. Further, they evidenced best clinical practices regarding planning for assessment and clinical placement of students. However, there were significant variations in the majority (seven) of the nine investigated clinical teaching practices among participants. In-service education was positively correlated to best clinical teaching practices (Chi square (d.f. = 2, n = 68) = 7.24; p = .027; V = 0.33 Medium).
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Affiliation(s)
- Sybil Nyameka Gcawu
- Lilitha College of Nursing, East London, South Africa; Department of Nursing Science, Nelson Mandela University, Port Elizabeth, South Africa
| | - Dalena R M van Rooyen
- Faculty of Health Sciences, Nelson Mandela University, Port Elizabeth, South Africa.
| | - Portia Jordan
- Department of Nursing Science, Nelson Mandela University, Port Elizabeth, South Africa; Department of Nursing and Midwifery, Stellenbosch University, Cape Town, South Africa.
| | - Wilma Ten Ham-Baloyi
- Faculty of Health Sciences, Nelson Mandela University, Port Elizabeth, South Africa.
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Aksoy ME. Comparing Basic Life Support Serious Gaming Scores With Hands-on Training Platform Performance Scores: Pilot Simulation Study for Basic Life Support Training. JMIR Serious Games 2020; 8:e24166. [PMID: 33237035 PMCID: PMC7725648 DOI: 10.2196/24166] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/07/2020] [Revised: 09/14/2020] [Accepted: 11/10/2020] [Indexed: 01/28/2023] Open
Abstract
Background Serious games enrich simulation-based health care trainings and improve knowledge, skills, and self-confidence of learners while entertaining them. Objective A platform which can combine performance data from a basic life support (BLS) serious game app and hands-on data based on the same scoring system is not available in the market. The aim of this study was to create such a platform and investigate whether performance evaluation of BLS trainings would be more objective compared to conventional Objective Structured Clinical Examination (OSCE) examinations if these evaluations were carried out with the platform which combines OSCE scoring criteria with sensor data retrieved from the simulator’s sensors. Methods Participants were 25 volunteers (11 men [44.0%] and 14 [56.0] women) among Acıbadem Mehmet Ali Aydınlar University students without prior knowledge of the BLS protocol. A serious game module has been created for teaching learners the European Resuscitation Council Basic Life Support 2015 protocol. A second module called the hands-on module was designed for educators. This module includes a checklist used for BLS OSCE examinations and can retrieve sensor data such as compression depth, compression frequency, and ventilation volume from the manikin (CPR Lilly; 3B Scientific GmbH) via Bluetooth. Data retrieved from the sensors of the manikin enable educators to evaluate learners in a more objective way. Performance data retrieved from the serious gaming module have been combined with the results of the hands-on module. Data acquired from the hands-on module have also been compared with the results of conventional OSCE scores of the participants, which were obtained by watching the videos of the same trainings. Results Participants were considered successful in the game if they scored 80/100 or above. Overall, participants scored 80 or above in an average of 1.4 (SD 0.65) trials. The average BLS serious game score was 88.3/100 (SD 5.17) and hands-on average score was 70.7/100 (SD 17.3), whereas the OSCE average score was 84.4/100 (SD 12.9). There was no statistically significant correlation between success on trials (score ≥80/100), serious game, hands-on training app, and OSCE scores (Spearman rho test, P>.05). The mean BLS serious game score of the participants was 88.3/100 (SD 5.17), whereas their mean hands-on training app score was 70.7/100 (SD 17.3) and OSCE score was 84.4/100 (SD 12.9). Conclusions Although scoring criteria for OSCE and hands-on training app were identical, OSCE scores were 17% higher than hands-on training app scores. After analyzing the difference of scores between hands-on training app and OSCE, it has been revealed that these differences originate from scoring parameters such as compression depth, compression frequency, and ventilation volume. These data suggest that evaluation of BLS trainings would be more objective if these evaluations were carried out with the modality, which combines visual OSCE scoring criteria with sensor data retrieved from the simulator’s sensors. Trial Registration ClinicalTrials.gov NCT04533893; https://clinicaltrials.gov/ct2/show/NCT04533893
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Affiliation(s)
- Mehmet Emin Aksoy
- Acibadem Mehmet Ali Aydınlar University, Department Biomedical Device Technology, CASE (Center of Advanced Simulation and Education), Istanbul, Turkey
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Talwalkar JS, Cyrus KD, Fortin AH. Twelve tips for running an effective session with standardized patients. MEDICAL TEACHER 2020; 42:622-627. [PMID: 31033363 DOI: 10.1080/0142159x.2019.1607969] [Citation(s) in RCA: 9] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/09/2023]
Abstract
The incorporation of actors as standardized patients (SPs) to help students achieve learning goals across a range of topics has become widespread in medical education. SPs are integrated into formative and summative objective structured clinical examinations by medical educators and by licensing boards for assessment of competence. While SPs are useful for assessment of dynamic skills, they also have significant utility as an engaging instructional method. Few tools in teaching allow for the breadth of instruction, practice, and assessment offered by workshops involving SPs. A simulated encounter with an SP may be a trainee's only opportunity to experience working through a particular clinical scenario in an environment that carries no risk of significant harm. Thus, there is immense potential for educational innovation with SPs. The following Twelve Tips piece provides suggestions for harnessing this potential based on available literature and educational experiences of the authors.
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Affiliation(s)
- Jaideep S Talwalkar
- Department of Medicine, Yale School of Medicine, New Haven, CT, USA
- Department of Pediatrics, Yale School of Medicine, New Haven, CT, USA
| | - Kali D Cyrus
- American Psychiatric Association, Washington, DC, USA
| | - Auguste H Fortin
- Department of Medicine, Yale School of Medicine, New Haven, CT, USA
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Davies H, Schultz R, Sundin D, Jacob E. 'Ward for the day': A case study of extended immersive ward-based simulation. NURSE EDUCATION TODAY 2020; 90:104430. [PMID: 32305570 DOI: 10.1016/j.nedt.2020.104430] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/03/2019] [Revised: 02/29/2020] [Accepted: 04/05/2020] [Indexed: 06/11/2023]
Abstract
BACKGROUND Simulation is an important teaching strategy in the preparation of nursing students for professional practice. The focus of simulation has shifted from single patient encounters to multiple case studies provoking immersion in all the activities that are regularly performed on the ward. Extended immersive simulation cannot replicate completely the stresses of working on a 'real' ward, but it does provide a safe environment for students to practice the role of being a registered nurse. OBJECTIVE To evaluate satisfaction associated with student experiences of mentorship by industry partners, self-reflection on performance, and responses to clinical situations following an episode of extended immersive ward-based simulation. DESIGN Mixed methods case study. SETTING School of Nursing and Midwifery metropolitan Western Australian university. PARTICIPANTS A cohort of 278 final year students enrolled in a three-year Bachelor of Nursing program. METHOD Eight demonstration rooms were re-configured to resemble a mixed medical/surgical ward. Nursing students and manikins in each room simulated different patient scenarios. Students were organised in three-hour shifts in which to undertake the role of a registered nurse. Industry partners undertook shift coordinator and senior nursing roles. Surveys were distributed to students at the end of the two-day simulation. Student satisfaction was evaluated using the Satisfaction with Simulation Experience scale and content analysis of open-ended questions. RESULTS A total of 243 students (87.4%) responded to the survey. None of the scaled items had a mean score of below 4.5. Content analysis of 458 written responses identified three themes: simulation, role of registered nurse and learning. CONCLUSION Extended immersive ward-based simulation offers the opportunity for educators to mirror what happens in clinical practice. Students value the opportunity to safely experience simulated demands of working on a busy ward and learn how to meet workplace pressures in the delivery of patient care.
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Affiliation(s)
- Hugh Davies
- School of Nursing & Midwifery, Edith Cowan University, Joondalup, Western Australia 6027, Australia.
| | - Rebecca Schultz
- School of Nursing and Midwifery, Edith Cowan University, Australia
| | - Deb Sundin
- School of Nursing and Midwifery, Edith Cowan University, Australia
| | - Elisabeth Jacob
- School of Nursing, Midwifery and Paramedicine, Australian Catholic University, Australia
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Lyngå P, Masiello I, Karlgren K, Joelsson-Alm E. Experiences of using an OSCE protocol in clinical examinations of nursing students - A comparison of student and faculty assessments. Nurse Educ Pract 2019; 35:130-134. [PMID: 30802783 DOI: 10.1016/j.nepr.2019.02.004] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/29/2018] [Revised: 10/26/2018] [Accepted: 02/12/2019] [Indexed: 11/18/2022]
Abstract
Peer-assessment in nursing education using an OSCE protocol is an increasing educational activity that complements that of teachers. However, little is known about how students' and teachers' assessments correspond. The study aimed to compare OSCE assessments made by student examiners and faculty examiners during examinations of clinical skills in undergraduate nursing education. Four cohorts of third-year nursing students participated between 2014 and 2016. The students underwent a clinical examination of the management of central venous catheters and totally implantable venous access devices. Students who performed the examinations were observed both by a faculty examiner and student examiner. Both observers used the same OSCE protocol for the assessment but independently. The OSCE protocols from both faculty and student examiners were reviewed and compared. Total agreement between the student and faculty examiner was reached in 127 of 135 (94%) paired protocols. The level of agreement was substantial with a kappa value of 0.79 (95% CI 0.65-0.93). The conclusion was that the level of agreement between student and faculty examiners was high when using an OSCE protocol in clinical examinations of two different clinical skill tasks. The structured checklist (OSCE protocol) was easy to use for the student examiners despite the lack of experience or training in advance.
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Affiliation(s)
- Patrik Lyngå
- Department of Clinical Science and Education, Södersjukhuset, Karolinska Institutet, Stockholm, Sweden.
| | - Italo Masiello
- Department of Clinical Science and Education, Södersjukhuset, Karolinska Institutet, Stockholm, Sweden; Department of Research, Education, Development and Innovation, Södersjukhuset, Sweden
| | - Klas Karlgren
- Department of Research, Education, Development and Innovation, Södersjukhuset, Sweden; Department of Learning, Informatics, Management and Ethics, Karolinska Institutet, Stockholm, Sweden
| | - Eva Joelsson-Alm
- Department of Clinical Science and Education, Södersjukhuset, Karolinska Institutet, Stockholm, Sweden
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Obizoba C. Mitigating the Challenges of Objective Structured Clinical Examination (OSCE) in Nursing Education: A Phenomenological Research Study. NURSE EDUCATION TODAY 2018; 68:71-74. [PMID: 29890371 DOI: 10.1016/j.nedt.2018.06.002] [Citation(s) in RCA: 10] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/23/2018] [Revised: 04/28/2018] [Accepted: 06/01/2018] [Indexed: 06/08/2023]
Abstract
BACKGROUND Objective evaluation of clinical competencies is a key component of undergraduate nursing education programs. Objective Structured Clinical Examination (OSCE), widely used in nursing education internationally has limited utilization in undergraduate nursing programs in the United States. The efficacy of OSCE as a valuable method of objective evaluation of students' clinical competencies is not so much the problem for the nursing faculty; overcoming the impediments of its implementation is a much greater challenge. OBJECTIVE To explore the strategies for mitigating the challenges of OSCE in baccalaureate nursing education program. DESIGN/PARTICIPANTS/SETTING In this descriptive phenomenological research study, 10 undergraduate nursing faculty participated in semi-structured interviews at a public university in the North-Eastern region of United States. METHOD Observations and semi-structured interviews were conducted. All interviews were recorded and transcribed. Colaizzi seven steps analysis framework was used to identify major themes in the collected data. The clear, detailed, and sequential procedural processes in both data collection and analysis ensured rigorous and trustworthy results. RESULTS Five mitigating OSCE strategies utilized by the faculty included: administrative and technical supports, use of clinical instructors during evaluation, faculty OSCE education, limitation of validation to the required skills essential for professional practice, and collaboration among all course faculty members. CONCLUSION Utilization of OSCE as an objective evaluation method is feasible in United States undergraduate nursing education programs if creative strategies are determined to mitigate its challenges.
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Affiliation(s)
- Cordelia Obizoba
- Department of Nursing, Bowie State University, 14000 Jericho Park Road, Bowie, MD 20715-9465, United States.
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A Scoping Review of the Use and Contribution of Simulation in Australian Undergraduate Nurse Education. Clin Simul Nurs 2018. [DOI: 10.1016/j.ecns.2018.03.003] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/30/2022]
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Greenberg SA, Squires A, Adams J, Altshuler L, Oh SY, Blachman NL, Cortes TA. A post-master's advanced certificate in gerontology for NPs. Nurse Pract 2017; 42:18-23. [PMID: 28787349 DOI: 10.1097/01.npr.0000521992.53558.73] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 06/07/2023]
Abstract
This article describes an innovative post-master's advanced certificate in gerontology program developed by the Hartford Institute for Geriatric Nursing at the New York University Rory Meyers College of Nursing. The program provides advanced practice registered nurses geriatric content to meet eligibility criteria for the Adult-Gerontology Primary Care NP certification exam and develops interprofessional care providers to care for complex older adults.
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Affiliation(s)
- Sherry A Greenberg
- Sherry A. Greenberg is a program director of the Advanced Certificate in Gerontology Program at the Hartford Institute for Geriatric Nursing, New York University Rory Meyers College of Nursing, New York, N.Y. Allison Squires is an associate professor at New York University Rory Meyers College of Nursing, New York, N.Y. Jennifer Adams is an associated program director at the New York University School of Medicine Primary Care Residency Program, New York, N.Y. Lisa Altshuler is an assistant professor at the Division of General Internal Medicine and associate director of the Evaluation and Assessment, Program for Medical Education Innovations and Research (PrMEIR) at New York University Medical Center, New York, N.Y. So-Young Oh is a program manager at the Curriculum Development and Digital Learning Institute for Innovations in Medical Education at the New York University School of Medicine, New York, N.Y. Nina L. Blachman is an assistant professor at the Division of Geriatrics and Palliative Care at the New York University School of Medicine, New York, N.Y. Tara A. Cortes is an executive director and professor at the Hartford Institute for Geriatric Nursing at the New York University Rory Meyers College of Nursing, New York, N.Y
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Kunst EL, Mitchell M, Johnston AN. Manikin Simulation in Mental Health Nursing Education: An Integrative Review. Clin Simul Nurs 2016. [DOI: 10.1016/j.ecns.2016.07.010] [Citation(s) in RCA: 22] [Impact Index Per Article: 2.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/25/2022]
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