Objective structured clinical examination (OSCE): Review of literature and implications for nursing education

Rushforth, Helen

doi:10.1016/j.nedt.2006.08.009

Cited by 287 publications

(298 citation statements)

References 37 publications

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“…Its popularity as a major tool in the assessment of clinical competence is well documented as being specifically prominent in assessing situations where reliability and content validity are fundamental elements for making the results of such assessments justifiable to both examinees and external agencies (Newbel, 2004;Rushforth, 2007;Selim et al, 2011;El Darir & Abd El Hamid, 2013). The popularity of OSCE resulted from concerns that were raised about the traditional clinical and oral examinations used for assessing clinical competence (Rushforth, 2007;Holmboe & Hawkins, 2008;LevetteJones et al, 2010;Marwaha, 2011;El Darir & Abd El Hamid 2013). The concerns were triggered by the discovery of low correlations between examiners mark allocation, which resulted in unacceptable reliability.…”

Section: Discussionmentioning

confidence: 99%

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Implementation of Objective Structured Clinical Examination for Assessing Nursing Students’ Clinical Competencies: Lessons and Implications

Katowa-Mukwato¹,

Mwape²,

Kabinga-Makukula³

et al. 2013

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Objective Structured Clinical Examination (OSCE) as a performance-based assessment method is a well established student assessment tool. Its popularity in the assessment of clinical competence is well documented and prominent in situations where reliability and content validity are fundamental. In this paper, we describe the implementation of OSCE in the Department of Nursing Sciences; University of Zambia for assessment of nursing students' clinical competencies. The implementation process followed an eight step-approach from which several lessons were drawn and implications were generated. Major lessons included the need for adequate preparation of faculty and students, which is a fundamental ingredient to ensure reliability of the examination, and in minimizing stress and anxiety respectively. Following the implementation we acknowledged that OSCEs are suitable for testing clinical, technical and practical skills which may not be adequately assessed through traditional assessment methods as they possess the ability to improve the validity and reliability of assessments. Nevertheless, careful consideration should be taken to avoid entirely relying on OSCE as the only means of assessing clinical competencies.

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Section: Discussionmentioning

confidence: 99%

“…The duration, interconnectedness, number and order of OSCE stations need to be carefully examined in order to ensure that the potentially competing requirements of validity and reliability are balanced because they all affect students (Rushforth, 2007).…”

Section: Pre-testing Of Oscementioning

confidence: 99%

Implementation of Objective Structured Clinical Examination for Assessing Nursing Students’ Clinical Competencies: Lessons and Implications

Katowa-Mukwato¹,

Mwape²,

Kabinga-Makukula³

et al. 2013

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“…It has been viewed as the cornerstone of health care professional assessment for a number of years as it provides a standardised approach to assessment (Byrne and Smyth, 2008;Rushforth, 2007;Jefferies et al, 2007). However there are a number of limitations to this form of assessment for non-medical prescribing students.…”

Section: Osce and 'Live' Practice Based Assessmentmentioning

confidence: 99%

Non-medical prescribing assessment – An evaluation of a nationally agreed multi method approach

Paterson

Redman

Unwin

et al. 2016

Nurse Education in Practice

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“…Acerca de los ECOE, Rushfort recopila y sintetiza sus beneficios, de los que afirma poseen mayor objetividad que cualquier otra evaluación práctica, amplio rango de diferentes examinadores por lo tanto menor riesgo de parcialidad, menor riesgo de que los estudiantes sean evaluados por diferentes personas, visto positivamente por estudiantes y docentes, amplitud de habilidades evaluadas, se reduce la escogencia al azar y aumenta la igualdad de experiencias entre estudiantes, motivación para el aprendizaje, y alto nivel de confiabilidad y validez 11 .…”

Section: Introductionunclassified

Evaluación clínica objetiva y estructurada (ECOE) en la maestría de Enfermería Ginecobstétrica y Perinatal: una sistematización de la experiencia

Quirós

2017

Revenf

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RESUMENEn busca de la excelencia profesional, la maestría en Enfermería Ginecológica, Obstétrica y Perinatal de la Universidad de Costa Rica, se mantiene a la vanguardia respecto de los procesos de enseñanza y aprendizaje. La inclusión de la simulación clínica forma parte de estas innovaciones educativas desde el año 2012; sin embargo esta es la primera vez que se incluye los procesos evaluativos de tipo ECOES los cuales, en experiencias internacionales, han demostrado pertinencia en el cumplimiento de los objetivos de enseñanza. Esta experiencia se sistematiza, según los cinco tiempos que Óscar Jara establece en su libro Para sistematizar experiencias, con el objetivo de definir la pertinencia del ECOE en cuanto a cumplir los objetivos de aprendizaje del curso. La profesora del curso y la autora recopilaron la experiencia en un diario de registro que incluye la elaboración de los escenarios, y la creación de las rubricas de evaluación. Además las estaciones fueron grabadas. La evaluación se llevó a cabo con la totalidad de estudiantes matriculados, en el curso de Enfermería Ginecoobstétrica y Perinatal I. Se estableció tres estaciones que permitirían evaluar aspectos teóricos, habilidades técnicas y sociales en la atención de las personas. Además, se creó rúbricas de evaluación, basadas en guías clínicas procedimentales y en protocolos de atención de la seguridad social costarricense. Se concluye que la experiencia demuestra clara pertinencia de los ECOEs, para evaluar la aplicación de conocimientos teóricos y habilidades psicomotoras, sociales y de comunicación en estudiantes que cursan la maestría y evidencia su preparación para continuar con los niveles más complejos de la carrera.

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Objective structured clinical examination (OSCE): Review of literature and implications for nursing education

Cited by 287 publications

References 37 publications

Implementation of Objective Structured Clinical Examination for Assessing Nursing Students’ Clinical Competencies: Lessons and Implications

Implementation of Objective Structured Clinical Examination for Assessing Nursing Students’ Clinical Competencies: Lessons and Implications

Non-medical prescribing assessment – An evaluation of a nationally agreed multi method approach

Evaluación clínica objetiva y estructurada (ECOE) en la maestría de Enfermería Ginecobstétrica y Perinatal: una sistematización de la experiencia

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