Back to the future: An online OSCE Management Information System for nursing OSCEs

Meskell, Pauline; Burke, Eimear; Kropmans, Thomas; Byrne, Evelyn; Setyonugroho, Winny; Kennedy, Kieran M.

doi:10.1016/j.nedt.2015.06.010

Cited by 44 publications

(62 citation statements)

References 24 publications

(34 reference statements)

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“…In a study conducted by Palese et al (2012), the economic cost of the OSCE and some compensatory measures are analysed, including searching for volunteer patients in associations to serve as simulated patients or establishing partnerships with health care centres. As indicated by Meskel et al, (2015) the use of an electronic management system would facilitate the implementation of the OSCE.…”

Section: Discussionmentioning

confidence: 99%

Towards the implementation of OSCE in undergraduate nursing curriculum: A qualitative study

Solà

Pulpón

Morin

et al. 2017

Nurse Education Today

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Background: Despite the fact that Objective Structured Clinical Examination is considered to be an efficient assessment method, their implementation in the undergraduate nursing curriculum encounters difficulties. However, the initiative of the European Higher Education Area to promote competency-based assessment may represent an opportunity to introduce this instrument in undergraduate nursing curriculum.Objective: To explore the perception of nursing faculty members regarding the implementation of the OSCE as an assessment tool in Catalan Nursing Schools.Design/Participants/Setting: In this qualitative study, fifteen teachers participated in semi-structured interviews in eight Catalan Nursing Schools.Methods: Semi-structured interviews were conducted. A thematic content analysis was used to identify major themes in the interview data and collaborative analysis was undertaken to ensure rigorous results. Results:The relevant aspects that are emphasized by teachers included the consideration of the dual purpose of the OSCE via its formative and evaluative facets by enhancing the feedback received by students about their performance on the OSCE. The OSCE should be administered towards the end of the degree program and should complement other methods of assessment. Despite its high cost, the OSCE was deemed to be efficient as it enables student competencies to be assessed with objective criteria, which is a difficult task with other instruments. OSCE implementation is feasible with the institutional support of and collaborative work between schools. Conclusions:The implementation of the OSCE in the undergraduate nursing degree programs is feasible if the project receives the support of all involved parties and if creative strategies are determined to reduce economic costs and optimize resources. With adequate feedback, the OSCE is an assessment tool that can provide high-impact training to students.

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Section: Discussionmentioning

confidence: 99%

Towards the implementation of OSCE in undergraduate nursing curriculum: A qualitative study

Solà

Pulpón

Morin

et al. 2017

Nurse Education Today

View full text Add to dashboard Cite

show abstract

“…The OSCE is a practical test [17,38] in a simulation area, where the student shows the skills [22] and technical performance [7]. It is also a well-established method to assess clinical skills [33], using a checklist [1] to assess all students with the same set of criteria in order to determine the level of competency achieved in their performance [17,39]. It provides a level of objectivity in how competency is assessed [32].…”

Section: Discussionmentioning

confidence: 99%

“…It provides a level of objectivity in how competency is assessed [32]. The review identified a number of benefits from using OSCE including the achievement of deeper meaningful learning [19], deeper consequential learning [20], and an increase in students' confidence in practice [33]. The OSCE was also identified as a means to facilitate the assessment of psychomotor skills, as well as knowledge and attitudes [20].…”

Section: Discussionmentioning

confidence: 99%

“…Meskell et al [33] and Walsh et al [7] both examined OSCE. Meskell et al [33] evaluated the benefits of using an electronic OSCE assessment system in undergraduate students (n = 203).…”

Section: Objective Structured Clinical Examinationmentioning

confidence: 99%

“…Meskell et al [33] evaluated the benefits of using an electronic OSCE assessment system in undergraduate students (n = 203). The electronic software facilitated the storage and analysis of results, thus offering significant…”

Section: Objective Structured Clinical Examinationmentioning

confidence: 99%

See 2 more Smart Citations

Assessment of Clinical Nursing Competencies: Literature Review

Reljić¹,

Lorber²,

Vrbnjak³

et al. 2017

Teaching and Learning in Nursing

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Introduction: In Slovene nursing higher education, there is a lack of empirical evidence to support the choice of tolls for assessment of clinical skills and competencies. This literature review aims to critically discuss identified methods of clinical nursing skills assessment and competencies currently used in nursing higher education in other countries.Methods: An electronic data base search was conducted using Medline, CINAHL, and PubMed. The search was limited to empirical research published within the previous 5 years. Full-text available articles published in peer-reviewed journals and written in English were included. The Mixed Methods Appraisal Tool (MMAT) was used to appraise and describe the methodological quality. The synthesis of the results was reported narratively.Results: From 160 identified records, 12 studies were retained based on the inclusion and exclusion criteria. A number of approaches are currently being used and include a variety of assessment tools, objective structured clinical examinations (OSCEs), and complex assessment approaches. Discussion and conclusion:Results present an overview of current clinical assessment in the clinical environment and in the clinical skills laboratories (CSLs). There is a need to develop a holistic approach to clinical skills competency assessment with a reasonable level of validity and reliability.

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i-Assess: Evaluating the impact of electronic data capture for OSCE

2018

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IntroductionTablet-based assessments offer benefits over scannable-paper assessments; however, there is little known about the impact to the variability of assessment scores.MethodsTwo studies were conducted to evaluate changes in rating technology. Rating modality (paper vs tablets) was manipulated between candidates (Study 1) and within candidates (Study 2). Average scores were analyzed using repeated measures ANOVA, Cronbach’s alpha and generalizability theory. Post-hoc analyses included a Rasch analysis and McDonald’s omega.ResultsStudy 1 revealed a main effect of modality (F (1,152) = 25.06, p < 0.01). Average tablet-based scores were higher, (3.39/5, 95% CI = 3.28 to 3.51), compared with average scan-sheet scores (3.00/5, 95% CI = 2.90 to 3.11). Study 2 also revealed a main effect of modality (F (1, 88) = 15.64, p < 0.01), however, the difference was reduced to 2% with higher scan-sheet scores (3.36, 95% CI = 3.30 to 3.42) compared with tablet scores (3.27, 95% CI = 3.21 to 3.33). Internal consistency (alpha and omega) remained high (>0.8) and inter-station reliability remained constant (0.3). Rasch analyses showed no relationship between station difficulty and rating modality.DiscussionAnalyses of average scores may be misleading without an understanding of internal consistency and overall reliability of scores. Although updating to tablet-based forms did not result in systematic variations in scores, routine analyses ensured accurate interpretation of the variability of assessment scores.ConclusionThis study demonstrates the importance of ongoing program evaluation and data analysis.

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Back to the future: An online OSCE Management Information System for nursing OSCEs

Cited by 44 publications

References 24 publications

Towards the implementation of OSCE in undergraduate nursing curriculum: A qualitative study

Towards the implementation of OSCE in undergraduate nursing curriculum: A qualitative study

Assessment of Clinical Nursing Competencies: Literature Review

i-Assess: Evaluating the impact of electronic data capture for OSCE

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