The usefulness and acceptance of the OSCE in nursing schools

Solà-Pola, Montserrat; Fraile, Victoria Morín; Fabrellas-Padrés, Núria; Raurell-Torredà, M.; Lourdes, Guanter-Peris; Guix-Comellas, Eva Maria; Pulpón-Segura, Anna M

doi:10.1016/j.nepr.2020.102736

Cited by 33 publications

(14 citation statements)

References 33 publications

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“…Bani-Issa et al [ 24 ] administered the OSCE to students of a physical assessment programme to evaluate their physical assessment competence, and the students expressed that the OSCE promoted in-depth learning and prepared them for the real world. Solà-Pola et al [ 25 ] invited nursing students to participate in qualitative interviews. The research subjects experienced the OSCE by engaging in educational activities, and the researchers were able to obtain desired clinical care performance data.…”

Section: Introductionmentioning

confidence: 99%

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

Lee

Wang

et al. 2020

BMC Nurs

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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.

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Section: Introductionmentioning

confidence: 99%

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

Lee

Wang

et al. 2020

BMC Nurs

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“…Lo anterior coincide con Parra 4 quien destaca la amplia motivación académica que se obtuvo frente a la capacidad que tenían los estudiantes para evaluar los módulos de aprendizaje. Cabe destacar que como en el estudio de Silva 4 , el OVA permitió evaluar el conocimiento de manera relajada, sin comprometerse a la presión de una evaluación formal de la competencia asociada, pero a la vez fomenta la responsabilidad individual y resulta ser especialmente útil al brindar la oportunidad de resolver problemas del área clínica 30,31 .…”

Section: Discussionunclassified

Efectividad de una Estrategia de enseñanza en Administración de Medicamentos en Pediatría

Sanabria

2021

Rev Cuid

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Introducción: La pandemia originada por el nuevo coronavirus, hizo que los docentes universitarios enfrentaran el desafío de adoptar nuevas estrategias didácticas de tipo virtual para dar continuidad al proceso enseñanza-aprendizaje. El objetivo del estudio fue determinar la efectividad del uso de un objeto virtual de aprendizaje en la formación de profesionales de Enfermería. Materiales y Método: Se trata de un estudio de tipo cuantitativo cuasi experimental pre-post con grupo control sin aleatorización. Las mediciones estuvieron orientadas a determinar el efecto de la aplicación del objeto virtual de aprendizaje. Resultados: La población estuvo constituida por la totalidad de estudiantes de quinto semestre de Enfermería de la Universidad de los Llanos, durante el primer y segundo semestre de 2018. Se garantizó una muestra de 81 sujetos (40 del grupo control y 41 del experimental). Se utilizó prueba de McNemar para determinar diferencias entre grupos pareados y la U de Mann Whitney para comparar los puntajes y la diferencia. Se evidenció el desarrollo de competencias en los dos grupos, pero con mayor nivel en el grupo intervenido con el objeto virtual, lo cual indica que la estrategia mejoró significativamente el desarrollo de competencias en comparación con la enseñanza tradicional y fue de bastante utilidad en época de pandemia. Conclusiones: La aplicación del objeto virtual de aprendizaje favoreció el proceso enseñanza aprendizaje, permitió desarrollar la competencia de administrar medicamentos en pediatría, de forma crítica y reflexiva. Como citar este artículo: Valderrama Sanabria Mery Luz. Efectividad de una Estrategia de enseñanza en Administración de Medicamentos en Pediatría. Revista Cuidarte. 2021;12(3): e2042. http://dx.doi.org/10.15649/cuidarte.2042

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“…The OSCE assessment method consisted of a given number of "show how to do in simulated scenarios" stations at a given time. 13 It was used to assess students' clinical competence and to test some knowledge, skills, judgment, and clinical reasoning through direct observations. The OSCE was used to evaluate the abilities to obtain and interpret data and handle unpredictable patient conditions in clinical examinations.…”

Section: Introductionmentioning

confidence: 99%

“…It was a standard method of assessment in clinical competence, clinical skills, clinical thinking, problemsolving, and communication ability. 13 The SP was a standardized patient, who was trained to act as a real patient to simulate a set of symptoms or problems. SPs were extensively used in health care education for students to practice clinical and communication skills.…”

Section: Introductionmentioning

confidence: 99%

Evaluation of undergraduate students’ nursing assessment and communication skills through an objective structured clinical examination within a high-fidelity simulation using a student-simulated patient^†

Yuan

2021

Frontiers of Nursing

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Objective To evaluate nursing students’ assessment and communication skills through an objective structured clinical examination (OSCE) within a high-fidelity simulation using a student-simulated patient (SSP) and analyze the validity, reliability, degree of difficulty, and discriminability of the OSCE. Methods A descriptive study was conducted at one nursing school in Macao. All scenarios were designed using a high-fidelity simulator combined with SSPs. A convenience sample of 54 baccalaureate nursing students completed the OSCE. The nursing assessment OSCE checklist (NAOC) and the communication evaluation rubric (CER) were used as observational measurements with three-point Likert scales (2 = Achieved, 1 = Partly achieved, 0 = Not completed/Incorrect). Results Difficulty coefficients of the exam were 0.63 for nursing assessment skills and 0.56 for communication skills. The discrimination index of the majority items of the NAOC (86.4%) was >0.20, showing a better to good discriminability. The items of the CER had satisfactory indexes of item discrimination (from 0.38 to 0.84). Students received high scores in conducting blood oxygen saturation and cardiac and lung auscultation but low scores in vomiting and diarrhea assessment. Students presented good communication skills in eye contacting and listening, but culture assessment needs to be improved. The students with experiences in simulation or simulated patient (SP) interactions had better assessment and communication skills than students without those experiences. There was a positive relationship between nursing assessment and communication skills (r = 0.67, P = 0.000). Conclusions SSPs were involved in enhancing the realism of interactions in simulated scenarios. Nursing students can conduct nursing assessments specific to patient conditions, explain the conditions to the patient, and ensure that the patient remains informed at all times of the precautions to be taken. However, students’ cultural awareness and some communication skills need further training. With moderate difficulty and high discrimination index, OSCE showed satisfactory reliability and validity.

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The usefulness and acceptance of the OSCE in nursing schools

Cited by 33 publications

References 33 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

Efectividad de una Estrategia de enseñanza en Administración de Medicamentos en Pediatría

Evaluation of undergraduate students’ nursing assessment and communication skills through an objective structured clinical examination within a high-fidelity simulation using a student-simulated patient^†

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The usefulness and acceptance of the OSCE in nursing schools

Cited by 33 publications

References 33 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

Efectividad de una Estrategia de enseñanza en Administración de Medicamentos en Pediatría

Evaluation of undergraduate students’ nursing assessment and communication skills through an objective structured clinical examination within a high-fidelity simulation using a student-simulated patient†

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Evaluation of undergraduate students’ nursing assessment and communication skills through an objective structured clinical examination within a high-fidelity simulation using a student-simulated patient^†