Oncology nursing students’ views of a modified OSCE

Furlong, Eileen; Fox, Patricia; Lavin, Marie; Collins, R

doi:10.1016/j.ejon.2005.03.001

Cited by 51 publications

(45 citation statements)

References 22 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…and Brand and Schoonheim-Klein. [3262728] A possible explanation is that a written examination is undertaken in relative anonymity, whereas the constant monitoring and observation during an OSCE may increase anxiety levels. Also in a written examination there is no time limit for each question and students can spend their time on any question and if they do not know the answer of one question, they can think about it at the end of the exam.…”

Section: Discussionmentioning

confidence: 99%

See 1 more Smart Citation

Measurement of the levels anxiety, self-perception of preparation and expectations for success using an objective structured clinical examination, a written examination, and a preclinical preparation test in Kerman dental students

Kalantari

Zadeh

Agahi

et al. 2017

J Edu Health Promot

View full text Add to dashboard Cite

STATEMENT OF THE PROBLEM:Examinations have an important role in evaluating students’ learning outcomes and their mastery of a subject. Passing or failing an examination can have far-reaching consequences for the students. Therefore, it is not surprising that international studies consistently show that dental students report examinations and grades among the highest ranking stressors in dental schools.PURPOSE:The aim of this research was to measure the levels of anxiety, self-perception of preparation and expectations for success using an objective structured clinical examination (OSCE), a written examination and a preclinical preparation test, and to examine the effects of the three predictive variables on the outcomes of assessments.MATERIALS AND METHODS:The present research is a cross-sectional study. The population under consideration was students of Kerman Dental School in 2013. Examination anxiety was measured with Spielberger's state anxiety inventory. Preparation for the assessment (I am fully prepared = 4, I am prepared = 3, I’m not prepared = 2, I’m not fully prepared = 1) and expectation to succeed (I am quite successful = 4, I am successful = 3, I’m not successful = 2, I’m not quite successful = 1) were quantified with Likert scale. The questionnaire was completed during an OSCE, a written examination, a preclinical crown and bridge preparation test and a nonexamination situation.RESULTS:The study population consisted of 138 4th, 5th, and 6th year Kerman dental students (65 males and 73 females). The results showed that all the assessment methods induced a significant increase in state anxiety compared to baseline levels with the highest anxiety levels reported during an OSCE (62.4 ± 8.1, P = 0.04) and a written examination (48.8 ± 9.2, P = 0.04). The preparation levels in females were significantly higher than those in males in OSCE (P = 0.03) and written (P = 0.04).CONCLUSION:State anxiety was high in all the three assessment methods. OSCE induced more anxiety than other assessment formats. However, anxiety was not predictive of performance outcomes in contrast to preparation and expectation to succeed, which were good predictors of the outcome scores. Also, this study showed that despite a better answer to the assessment of (I prepared myself well for the test), the students showed high levels of state anxiety.

show abstract

Section: Discussionmentioning

confidence: 99%

“…The topic of the examination can induce more stress and high state anxiety levels than the type of the examination. [27] Marshall and Jones showed that topics and kinds of questions had more significant effects on the level of state anxiety than the type of the examination. [26]…”

Section: Discussionmentioning

confidence: 99%

Measurement of the levels anxiety, self-perception of preparation and expectations for success using an objective structured clinical examination, a written examination, and a preclinical preparation test in Kerman dental students

Kalantari

Zadeh

Agahi

et al. 2017

J Edu Health Promot

View full text Add to dashboard Cite

show abstract

“…In accordance with this study, McGaughey (2004) suggests assessing clinical competencies by complementing observations in clinical practice with the OSCE. Furlong et al, (2005) claim that the use of various evaluative methods enhances the transfer of knowledge into clinical practice. Mitchell et al, (2009, p.403) concluded that "it is necessary to use various evaluation methods to capture the nature of nursing practice."…”

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

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.

show abstract

“…Current literature reports that the use of OSCAs to assess nursing competencies can be effective and that these types of assessments are often perceived favourably among students and/or educators (Byrne & Smyth 2008, Furlong et al 2005, McWilliam & Botwinski 2012, Paul 2010, Selim et al 2012. However, the evaluation of student skills and clinical practice is reliant on both the grading criteria as well as the professional judgment of the assessor (Parker 2009).…”

Section: Introductionmentioning

confidence: 99%

Evaluating Objective Structured Clinical Assessment (OSCA) in undergraduate nursing

East

Peters

Halcomb

et al. 2014

Nurse Education in Practice

View full text Add to dashboard Cite

The aims of this mixed methods study were to gain insight into how individual assessors determine an Objective Structured Clinical Assessment (OSCA) result for undergraduate nursing students and identify whether individual assessor perceptions and professional characteristics have an impact on students' results. Results from 25 participants showed that although less than half (44%) of the participants were teaching in the course that they were assessing, the participants were highly experienced clinicians and nearly threequarters (72%) had completed formal teaching qualifications. There were wide variations in pass rates (16.7-90%) between assessors. The widest disparity was observed between assessors with and those without critical care experience (66% versus 39%), as well as assessors who were teaching the course and those who were not (68% versus 49%). Qualitative analysis revealed three dominant themes within participants' transcripts. The themes focused on determining student safety, and the use of personal perceptions and clinical experience to determine competency. Findings indicate that assessors' individual perceptions and clinical experience have the potential to influence and determine undergraduate nursing students OSCA results. Development of criteria standards and objective assessment may be enhanced by greater involvement of assessors and thorough education and training within the context of student assessments. KeywordsObjective structured clinical assessment, undergraduate nursing, nursing practice, assessment, competence AbstractThe aims of this mixed methods study were to gain insight into how individual assessors determine an Objective Structured Clinical Assessment (OSCA) result for undergraduate nursing students and identify whether individual assessor perceptions and professional characteristics have an impact on students' results. Results from 25 participants showed that although less than half (44%) of the participants were teaching in the course that they were assessing, the participants were highly experienced clinicians and nearly three-quarters (72%) had completed formal teaching qualifications. There were wide variations in pass rates (16.7-90%) between assessors. The widest disparity was observed between assessors with and those without critical care experience (66% versus 39%), as well as assessors who were teaching the course and those who were not (68% versus 49%). Qualitative analysis revealed three dominant themes within participants' transcripts. The themes focused on determining student safety, and the use of personal perceptions and clinical experience to determine competency.Findings indicate that assessors' individual perceptions and clinical experience have the potential to influence and determine undergraduate nursing students OSCA results.Development of criteria standards and objective assessment may be enhanced by greater involvement of assessors and thorough education and training within the context of student assessments.

show abstract

Oncology nursing students’ views of a modified OSCE

Cited by 51 publications

References 22 publications

Measurement of the levels anxiety, self-perception of preparation and expectations for success using an objective structured clinical examination, a written examination, and a preclinical preparation test in Kerman dental students

Measurement of the levels anxiety, self-perception of preparation and expectations for success using an objective structured clinical examination, a written examination, and a preclinical preparation test in Kerman dental students

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

Evaluating Objective Structured Clinical Assessment (OSCA) in undergraduate nursing

Contact Info

Product

Resources

About