Enhancing OSCE preparedness with video exemplars in undergraduate nursing students. A mixed method study

Abstract

Video exemplars aid student preparation for OSCEs, providing a flexible, innovative and clear example of the assessment process. Video exemplars improved self-rated student confidence and understanding of performance expectations, leading to increased engagement and reduced anxiety when preparing for the OSCE, but not overall OSCE performance. Such OSCE exemplars could be used to increase staff capacity and improve the quality of the student learning experience.

Investigation of blended learning video resources to teach health students clinical skills: An integrative review

“…Furthermore, instructors must have the technical skills, adequate resources, understanding of simulation principles, appropriate budget and personal dedication to maintain the interactive nature of the material (Kaur, 2013;Massey, Byrne, Higgins, Weeks, Shuker, Coyne et al, 2017). Participating in blended learning can require a significant time commitment, both for instructors and consumers, and individuals may feel uncomfortable navigating the online resource (Lotrecchiano, McDonald, Lyons, Long, & Zajicek-Farber, 2013).…”

“…Student self-assessment was the main form of evaluation used for most of the examined studies, which has its limitations as it is ultimately subject to bias (Lehmann, et al, 2015). It is difficult to engage students in an activity that is not assessed; therefore, student evaluations frequently have poor response rates thus reducing the accuracy and generalizability of results (Macaulay, 2013;Massey, et al, 2017). This integrative review identified differences concerning participant recruitment with participation appearing to be mandatory in some studies where it comprised part of student assessment (Agrawal, et al, 2016;Holland, et al, 2013).…”

Observations on the relationship between the dietetic objective structured clinical examination and placement outcome

“…Examination stress may affect their individual working memory, ‘the ability to hold in information and manipulate it’, (p93) and the combined effect of this could result in a poor demonstration of skills within the active OSCE stations. In nursing students, anxiety has been reduced by providing video exemplars prior to the OSCE; however, this did not impact students’ overall performance, suggesting that anxiety is not the only factor impacting student performance in the OSCE.…”

Simulation videos presented in a blended learning platform to improve Australian nursing students' knowledge of family assessment

“…The increase in student knowledge may have related to the fact that blended learning resources provide a context for theoretical understanding in combination with experiential learning (Clark, Stanforth, & Humphries, 2009;Massey et al, 2017;Pugsley & Clayton, 2003). Furthermore, students stated that the videos were useful tools for revision and viewing in their own time, thus highlighting the flexibility and longer-term significance of using on-line videos in nursing education (Massey et al, 2017).…”