Developing and examining an Objective Structured Clinical Examination

Jones, Anne; Pegram, Anne; Fordham-Clarke, Carol

doi:10.1016/j.nedt.2009.06.014

Cited by 37 publications

(29 citation statements)

References 7 publications

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“…Marjan et al (2002) in their study showed that there was low reproducibility of checklist scores across tasks. Jones et al (2010) make the point that it is important for the content validity of the OSCE station that the marking criteria relate only to the skill that is being assessed, to identify those students who can/cannot perform a skill such as blood pressure. They suggest that as the student progresses methods of identifying discrete skills must be included within the overall care of the patient.…”

Section: Discussionmentioning

confidence: 99%

“…In Rushforth's (2007) review a key aspect of reliability explored in studies, is the accuracy of judgements made by examiners which is frequently reliant on single examiners. Jones et al (2010) suggest that it is important to establish whether there is a correlation between global ratings and the mark achieved. In our review the issue of having two markers at each station was raised by both the internal and external midwife experts as a positive and was perceived to help address the inter assessor reliability.…”

Section: Discussionmentioning

confidence: 99%

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Improving the content and face validity of OSCE assessment marking criteria on an undergraduate midwifery programme: A quality initiative

Barry

Bradshaw

Noonan

2013

Nurse Education in Practice

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Objective Structured Clinical Examinations (OSCE's) have been adopted as a means of assessing midwifery students' clinical skills. The purpose of the OSCE is to provide a standardised method for the evaluation of clinical skill performance in a simulated environment. This paper describes how a quality improvement initiative using both internal and external expert review was utilised to improve OSCE assessment marking criteria. The purpose of the quality initiative was to review the content and face validity of the marking criteria for assessing performance. The design and choice of tools used to score students' performance is central to reliability and validity. 20 videos of students from year one of a midwifery preregistration programme undertaking an OSCE assessment on abdominal examination and 18 videos of students response to obstetric emergencies e.g. PPH, and shoulder dystocia were available for review. The quality initiative aimed to strengthen the reliability and validity of the OSCE in assessing student performance. Conclusion: the use of global rating scales allows for the capturing of elements of professional competency that do not appear on specific criteria for skills performance checklists.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Improving the content and face validity of OSCE assessment marking criteria on an undergraduate midwifery programme: A quality initiative

Barry

Bradshaw

Noonan

2013

Nurse Education in Practice

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“…In addition to the previous advantages already outlined, Ulfvarson and Oxelmark [22] found that the OSCE can also be used for examining learning outcomes especially those comprising practical skills, such as medical techniques and interpretation of results. It has been recognized as a reliable and valid method to assess clinical skills competency [16,[39][40][41], and Carraccio and Englander [42] have suggested that the OSCE becomes a key standard for assessing clinical competence. Some criticisms of the OSCE have, however, been identified.…”

Section: Discussionmentioning

confidence: 99%

Assessment of Clinical Nursing Competencies: Literature Review

Reljić¹,

Lorber²,

Vrbnjak³

et al. 2017

Teaching and Learning in Nursing

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Introduction: In Slovene nursing higher education, there is a lack of empirical evidence to support the choice of tolls for assessment of clinical skills and competencies. This literature review aims to critically discuss identified methods of clinical nursing skills assessment and competencies currently used in nursing higher education in other countries.Methods: An electronic data base search was conducted using Medline, CINAHL, and PubMed. The search was limited to empirical research published within the previous 5 years. Full-text available articles published in peer-reviewed journals and written in English were included. The Mixed Methods Appraisal Tool (MMAT) was used to appraise and describe the methodological quality. The synthesis of the results was reported narratively.Results: From 160 identified records, 12 studies were retained based on the inclusion and exclusion criteria. A number of approaches are currently being used and include a variety of assessment tools, objective structured clinical examinations (OSCEs), and complex assessment approaches. Discussion and conclusion:Results present an overview of current clinical assessment in the clinical environment and in the clinical skills laboratories (CSLs). There is a need to develop a holistic approach to clinical skills competency assessment with a reasonable level of validity and reliability.

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“…In order to enhance assessors' understanding, involvement and commitment to the OSCA, it may be helpful to include them in creating and piloting the assessment criteria used for examination (Schoonheim-Klein et al 2005). Further, in order to ensure objective interpretation of the assessment criteria it may be helpful to ensure the assessor is prepared with the use of practice guidelines and briefing the day of the examination thus promoting reliability (Jones et al 2010, Major, 2005. Rushford (2007) and Major (2005) also advocate practice sessions, using assessment tools in order to uncover and work through any discrepancies or questions in relation to the assessment criteria.…”

Section: Discussionmentioning

confidence: 99%

“…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). The challenge in administering OSCAs is ensuring that the marking criteria and examination protocols are robust and transparent (Jones et al 2010). Moreover, individual assessors may grade students based on subjectiveness rather than the assessment criteria, and reliance on individuals to assess competence can lead to observer bias which can create inconsistency among assessors (Bourbonnais et al 2008;Norman et al 2002;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

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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.

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Developing and examining an Objective Structured Clinical Examination

Cited by 37 publications

References 7 publications

Improving the content and face validity of OSCE assessment marking criteria on an undergraduate midwifery programme: A quality initiative

Improving the content and face validity of OSCE assessment marking criteria on an undergraduate midwifery programme: A quality initiative

Assessment of Clinical Nursing Competencies: Literature Review

Evaluating Objective Structured Clinical Assessment (OSCA) in undergraduate nursing

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