Evaluation of simulation using objective structured clinical examination (OSCE) among undergraduate nursing students: A systematic review

Kassabry, Maysa Fareed

doi:10.1016/j.ijans.2023.100553

Cited by 4 publications

(3 citation statements)

References 32 publications

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“…With new treatment options available, patient populations with higher comorbidities, and the rise of interdisciplinary and specialty modes of care, medical trainees are faced with issues that may not be easily taught in traditional classroom settings or in medical textbooks [2,3]. As such, there has been a rise in the implementation of in-person simulation sessions where trainees practice how to 'be a doctor' before transitioning to real-life situations where the stakes are higher [4]. Not only have these been positively received by trainees, but studies have also suggested their role in improving education quality as well as patient safety and outcomes [5,6].…”

Section: Introductionmentioning

confidence: 99%

“…Not only have these been positively received by trainees, but studies have also suggested their role in improving education quality as well as patient safety and outcomes [5,6]. However, the cost associated with in-person simulation, often requiring an actor to play the patient's part, precludes equitable implementation among settings with lower resources allocated to education [4].…”

Section: Introductionmentioning

confidence: 99%

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The Use of Virtual Reality in Surgical Training: Implications for Education, Patient Safety, and Global Health Equity

Laspro,

Groysman,

Verzella

et al. 2023

Surgeries

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As medicine becomes more complex, there is pressure for new and more innovative educational methods. Given the economic burden associated with in-person simulation, healthcare, including the realm of surgical education, has begun employing virtual reality (VR). Potential benefits of the addition of VR to surgical learning include increased pre-operative resident exposure to surgical techniques and procedures and better patient safety outcomes. However, these new technological advances, such as VR, may not replicate organic tissues or accurately simulate medical care and surgical scenarios, creating unrealistic pseudo-environments. Similarly, while advancements have been made, there are ongoing disparities concerning the utilization of these technologies. These disparities include aspects such as the availability of stable internet connections and the cost of implementing these technologies. In accordance with other innovative technologies, VR possesses upfront economic costs that may preclude equitable use in different academic centers around the world. As such, VR may further widen educational quality between high- and low-resource nations. This analysis integrates recent innovations in VR technology with existing discourse on global health and surgical equality. In doing so, it offers preliminary guidance to ensure that the implementation of VR occurs in an equitable, safe, and sustainable fashion.

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

The Use of Virtual Reality in Surgical Training: Implications for Education, Patient Safety, and Global Health Equity

Laspro,

Groysman,

Verzella

et al. 2023

Surgeries

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show abstract

“…Clinical Skills Assessments are used to evaluate students' ability to perform essential nursing clinical skills, such as medication administration, wound dressings, patient assessment and other nursing procedures. Objective Structured Clinical Examination (OSCE) where students rotate through multiple stations with each focussing on a different clinical scenario, is used to assess clinical competence and communication skills and has been found to be useful (Kassabry, 2023; Rao and Rao, 2021). Furthermore, case studies and care plans enable students to analyse and develop care plans, demonstrating their ability to apply nursing knowledge and critical thinking to individual patient care; reflective journals and portfolios are useful for nursing students to document clinical experiences, self-assessment and personal and professional growth throughout their education.…”

Section: Introductionmentioning

confidence: 99%

An interpretive phenomenological analysis of nursing student perceptions of summative assessment feedback using LEGO® Serious Play®

Ajibade,

Hayes

2023

HESWBL

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PurposeThe aim of the study is to explore perceptions of the impact of assessment feedback by international undergraduate nursing students. Research to date indicates that summative assessment feedback may impact significantly on student achievement but if it is undertaken sub optimally or does not provide students with the opportunity to engage with the process and reflexively respond, it can also be exceptionally damaging to the learning experience.Design/methodology/approachA scoping exercise of overall student feedback experience was initially collated via the adoption of an Interpretive Phenomenological Approach (IPA). Participants were recruited via purposive sampling and the LEGO® Serious Play® method was used to collect data. Analysis with Quirkos software was used to examine the salience as well as commonality of findings as an integral part of a recognised five-step thematic analytical approach.FindingsFeedback was perceived, by students, as significantly impacting factor in relation to their overall progression, attainment and retention rates. Themes generated from the findings evidenced student perceptions that summative feedback is a positive driver and source of motivation for academic success and progression. It was perceived that levels of attainment were related to the clarity, quality and individualised nature of feedback that students received and that this was perceived to be evident in their final grades. These were accompanied by perceptions that feedback clarity also determined the potential of breaking down perceived student barriers to learning, their perceived capacity for effective assignment planning and preparation and the likelihood of them having any positive collective or individual interpersonal relationships with their tutors. Summarised, students perceived that feedback ought to lead to student empowerment in managing their studies and as such it ought to be clear, straightforward and non-ambiguous.Research limitations/implicationsThe methodological design of the study means that generalisability from its findings was never intended or possible. However, there may be the potential transferability of findings to similar institutions and contexts of nurse education with students who have similar demographic profiling. The study was also a means of providing an insight into the lived experience of students which could be used in the prospective adaptation of feedback mechanisms for staff at a local level within Higher Education.Practical implicationsThe study reveals the perceived impact of gamification as a mechanism of summative assessment as conveyed by a designated group of students. Whilst specific recommendations for change can only be made within the context specificity of the research, there may be aspects of the findings which are potentially transferable to other similar contexts of Higher Education delivery whose pedagogical approaches mirror those in operation at the institution where the research was undertaken. It became apparent that the standardisation of feedback approaches offered many opportunities to improve existing systems. The issue of monitoring workloads is also of significance in terms of the level and degree of summative assessment and feedback that academic staff can undertake.Originality/valueThe study revealed the perceived magnitude of assessment feedback on progression, attainment and retention rates, alongside the perceived need for a universal feedback template and the opportunity to provide audio-video feedback. This study adds to existing knowledge in the field of pedagogic practice about both the execution of LEGO® Serious Play® as a research methodology and why the perceptions of feedback as articulated and illuminated by a group of contemporary nursing students ought to matter in the context of Higher Education.

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Nursing Students'Views On the Formative Assessment of the Objective Structured Clinical Examination Within a High-fidelity Simulation

Yuan

2023

Proceedings of the 7th International Conference on Education and Multimedia Technology

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Evaluation of simulation using objective structured clinical examination (OSCE) among undergraduate nursing students: A systematic review

Cited by 4 publications

References 32 publications

The Use of Virtual Reality in Surgical Training: Implications for Education, Patient Safety, and Global Health Equity

The Use of Virtual Reality in Surgical Training: Implications for Education, Patient Safety, and Global Health Equity

An interpretive phenomenological analysis of nursing student perceptions of summative assessment feedback using LEGO® Serious Play®

Nursing Students'Views On the Formative Assessment of the Objective Structured Clinical Examination Within a High-fidelity Simulation

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