Integrating Standardized Patients and Objective Structured Clinical Examinations Into a Nurse Practitioner Curriculum

Miller, Benjamin M.; Carr, Katherine Camacho

doi:10.1016/j.nurpra.2016.01.017

Cited by 16 publications

(16 citation statements)

References 19 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Studies have reported that an education and assessment tool that combines Standardised Patient Survey (SPS) and OSCE can effectively evaluate the clinical performance of learners [ 31 ]. The OSCE was designed based on Khattab and Rawlins’s [ 32 ] recommendations.…”

Section: Methodsmentioning

confidence: 99%

Objective structural clinical examination for evaluating learning efficacy of Cultural Competence Cultivation Programme for nurses

Lee

Wang

et al. 2020

BMC Nurs

View full text Add to dashboard Cite

Background Culture serves as an adhesive to bind the lives of people. There are no objective, useful tools to assess cultural competence and practice. In this study, we evaluated whether the cultural competence of nurses was strengthened through the Cultural Competence Cultivation Programme. Methods A quasi-experimental research design was used to evaluate nurses working at a medical centre in Taiwan. They were randomly allocated into an experimental group (n = 47), which received the Cultural Competence Cultivation Programme, or a control group (n = 50), which did not receive the educational programme. After the intervention, learning efficacy of the participants was assessed using an Objective Structured Clinical Examination (OSCE). The research data were statistically analysed on SPSS. Results The average score of the experimental group was significantly higher in the ‘communication ability and skill’ category. Furthermore, OSCE scores and Standardised Patient Survey assessment and total scores were significantly and positively correlated. Conclusion The findings of this study can serve as a reference for designing future clinical education programmes.

show abstract

Section: Methodsmentioning

confidence: 99%

Objective structural clinical examination for evaluating learning efficacy of Cultural Competence Cultivation Programme for nurses

Lee

Wang

et al. 2020

BMC Nurs

View full text Add to dashboard Cite

show abstract

“…Previous studies have reported that an education and assessment tool that combines SPS and OSCE can effectively evaluate the clinical performance of learners [26]. The OSCE was designed based on Khattab and Rawlins [27].The OSCE comprised the Multicultural Objective Structured Examination (MOSE) to assess nurses and the Standardized Patient Survey (SPS) to assess standardized patients.…”

Section: Objective Structured Clinical Examination (Osce)mentioning

confidence: 99%

Objective Structural Clinical Examinations can be Used to Assess Clinical Nursing Cultural Competence Abilities.

Lee

Wang

et al. 2020

Preprint

View full text Add to dashboard Cite

Background: Culture is the adhesive that binds people's lives. However, there is a lack of an objective and useful tool for assessing cultural competence and practice. The purpose of this study were to assess the learning efficacy of nurses after completing the Cultural Competence Cultivation Program using an Objective Structured Clinical Examination (OSCE).Methods: A quasi-experimental research design was used to evaluate nurses working at a medical center in Taiwan. The nurses were randomly allocated into an experimental group (N = 47), which underwent the Cultural Competence Cultivation Program, and a control group (N = 50), which did not partake in an educational program. After the intervention, the nurses’ learning efficacy was assessed using an OSCE. The research data were statistically analyzed using SPSS 22.0 software for Windows. Results: The average score of the experimental group was significantly higher in the “communication ability and skill” category. Furthermore, the OSCE scores, Standardized Patient Survey (SPS) scores and overall SPS scores were significantly and positively correlated.Conclusion: The findings of this study can serve as a reference for the design of future clinical education programs.

show abstract

“…Notwithstanding, Munnukka et al (2002) [23] seminally rea-soned that teaching mental health nursing in the classroom is generally too artificial or orthodoxy and not representative of real-world situations. The authors added that despite the availability of technologically simulated classrooms, [24,25] or live models to practice, it is difficult for students to imagine and transfer those controlled scenarios into real life situations. [23] Based on this author's clinical observation, as well as observed by Elisabeth (2009) [16] and Benham & Hawley's (2014), [21] these deficits impede teaching the advanced level skills needed to practice in the constraint of a fast-paced multifaceted and challenging clinical environment.…”

Section: Mentmentioning

confidence: 99%

Psychiatric-mental health nurse practitioner student preceptorship: Perspectives on the clinical training

Ellis

2018

JNEP

View full text Add to dashboard Cite

As today's health-service delivery continues to evolve and transform, keeping pace with the training needs of professionals entrusted to deliver quality, competent care is itself an evolutionary and multifaceted academic undertaking. In the United States, psychiatric mental health nurse practitioners (PMHNPs) have been evidenced as formative, effective, and necessary contributors to quality, cost-effective patient, family, and community-based mental health care across the lifespan. The education and certification processes for PMHNPs involve a comprehensive and rigorous combination of theoretical course-work and clinical practicum guided by the concepts and principles of the preceptorship model. The purpose of this paper is to use the available literature to discuss and gain insights into some clinical and educational perspectives influencing PMHNP students' practice preparations within the context of the preceptorship-paradigmatic relationship. Along with adding to the literature, this paper could have important implications from the standpoint of the PMHNP student-faculty-preceptor model.

show abstract

Integrating Standardized Patients and Objective Structured Clinical Examinations Into a Nurse Practitioner Curriculum

Cited by 16 publications

References 19 publications

Objective structural clinical examination for evaluating learning efficacy of Cultural Competence Cultivation Programme for nurses

Objective structural clinical examination for evaluating learning efficacy of Cultural Competence Cultivation Programme for nurses

Objective Structural Clinical Examinations can be Used to Assess Clinical Nursing Cultural Competence Abilities.

Psychiatric-mental health nurse practitioner student preceptorship: Perspectives on the clinical training

Contact Info

Product

Resources

About