Objective: The COVID-19 pandemic led to a rapid transition in operations for higher education institutions. The delivery of traditional teaching methods shifted to online instruction. Much of the research has explored student experiences during COVID-19 pandemic. The purpose of this project was to explore faculty experiences with COVID-19 in a Midwest state within the United States.Methods: The team utilized a convenience sample of faculty employed at colleges and universities in a Midwest state that taught in the spring of 2020. An email was sent to the faculty, informing them about the nature and purpose of the study and the criteria for participation along with a link to the survey. The survey was a 33-item online survey utilizing Qualtrics®.Results: The sample size for this study was N = 329. Majority of respondents (n = 89) felt that the transition to online learning was difficult. Lastly, common challenges reported were communication with students and peers and isolation.Conclusions: Understanding faculty experiences during the COVID-19 pandemic is essential to future teaching curriculum. The majority of faculty felt that transition to online learning was difficult and affected their mental wellbeing. Communication with students was identified as the biggest challenge for faculty. Yet, faculty felt as though student grades were not affected. As future curriculum and faculty experiences are explored, an emphasis on improving student-faculty communication must be priority. Exploration regarding mental wellness services and resources should be considered for faculty within higher education institutions.
Background and objective: The role of self-assessment in competency-based education has been controversial. The Objective Structured Clinical Exam (OSCE) has been used to assess competencies across the health professions. However, exploring the role of the OSCE as a method of self-assessment for nursing students has been limited. Objective: Implementation of a low cost pilot OSCE in a rural BSN-DNP program to explore graduate nursing students perceived self-evaluation of competencies to their actual OSCE performance.Methods: Eight students enrolled in a small, rural Bachelor of Science and Nursing to Doctorate of Nursing Practice (BSN-DNP) program in the Family Nurse Practitioner (FNP) specialty track were required to complete an OSCE. Graduate students participating in the OSCE completed a Self-Assessment of Competency questionnaire prior to performing the OSCE and the results were compared to their actual performance on the OSCE. Using available resources, undergraduate students in the BSN program at the institution were utilized as standardized patients.Results: Students perceived self-assessment of competence rated higher than their actual performance in subjective and objective data collection and implementation of a plan. Students’ actual performance was superior to their perceived self-assessment regarding communication with the patient.Conclusions: Without competency-based self-assessments, students can be unaware of their strengths and weaknesses. The OSCE is an instrument that provides faculty and students with objective measures of self-evaluation and should be considered as a component of competency-based education in rural nursing institutions.
Objective: The American Association of Colleges of Nursing has identified competency-based education (CBE) as a priority in nursing education. The Objective Structured Clinical Examination (OSCE) has been used across health professions as a tool to incorporate competency-based education. However, the OSCE has been correlated with intensive faculty resources and high costs. The objective of this study was to discuss the evaluation of a low cost OSCE and its ability to incorporate the role of self-assessment in competency-based education within a nurse practitioner program.Methods: Faculty at a public university developed and evaluated an OSCE, exploring its implementation as a component of CBE while minimizing costs using a quasi-experimental design. Nine nurse practitioner students in their third year of a BSN-DNP program completed a pre- and post- assessment of their perceived ability in three OSCEs. Undergraduate nursing students were recruited for the standardized patient role. The OSCEs were recorded for evaluation by faculty and for self-evaluation by the students.Results: There was no significant difference noted in student self-evaluations pre- and post-assessment. There was a statistical difference in the faculty ratings of the student in the otitis media OSCE, with the student rating their performance higher than faculty. There was no statistical difference noted in either the women’s health or hypertension assessments.Conclusions: Recordings of the OSCEs allowed students to identify strengths and weaknesses, cultivating the practice of self-assessment. Integration of minimal cost OSCEs provides opportunities for programs with varying budgets to incorporate it as a component of CBE.
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