Evaluating the objective structured long examination record for nurse education

Abstract

An objective structured long examination record (OSLER) is a modification of the long-case clinical examination and is mainly used in medical education. This study aims to obtain nursing students' views of the OSLER compared with the objective structured clinical examination (OSCE), which is used to assess discrete clinical skills. A sample of third-year undergraduate nursing students (n=21) volunteered to participate from a cohort of 230 students. Participants undertook the OSLER under examination conditions. Pre-and post-test questionnaires gathered the students' views on the assessments and these were analysed from a mainly qualitative perspective. Teachers' and simulated patient views were also used for data triangulation. The findings indicate that the OSLER ensures more holistic assessment of a student's clinical skills and particularly essential skills such as communication, and that the OSLER, together with the OSCE, should be used to supplement the assessment of clinical competence in nursing education.

Comparison of standardized, structured clinical case examination and traditional long-case examination for assessment of final-year medical students: a non-randomized control trial

“…11 A comparative study of developmental assessment in medicine using traditional long-case examination and objectively structured long examination record (OSLER) for final-year MBBS students also showed that the OSLER warrants a more universal evaluation of a student's clinical skills principally vital skills like communication. 12,13 Pandya et al 14 also concluded in their study that the structured clinical examination technique fulfills almost all features for a perfect clinical proficiency judgment without conceding objectivity, rationality, and reliability and can be used as an assessment tool in clinical assessments. As a fundamental part of medical education, the importance of clinical training is acknowledged by all educational planners and assessing undergraduate students on performance is always challenging.…”

“…Medical teachers always search for the new method that aligns the training during their professional work as physicians. 13,14 Taking this point into consideration, we redesigned our assessment method and tried to cover all domains of learning, including cognition, psychomotor, and attitude. Students are the principal stakeholders in assessment; their point of view is essential.…”

Development and Evaluating Content Validity of Clinical Skill Analysis Index Tools

“…Opportunity of soft skills that can be measured in the particular procedure were mainly focused on the students and graduate nurses's clinical performance [6], [16], [17]. They have used those developed tools in the OSCE to assess students' clinical competencies.…”

Observations on the relationship between the dietetic objective structured clinical examination and placement outcome

“…For example, having more time in the active station with the actors allows students time to move through the Model and Process for Nutrition and Dietetic Practice (MPNDP), as they would in a real clinical situation, rather than focusing on one discrete aspect of the consultation. In addition, integration of skills better reflects the growing competency and skill development of a final‐year student and allows better assessment of communication and clinical reasoning skills . Examiners test clinical reasoning skills further at the end of the active station by asking a standard question.…”

“…In addition, integration of skills better reflects the growing competency and skill development of a final-year student 16 and allows better assessment of communication and clinical reasoning skills. 17,18 Examiners test clinical reasoning skills further at the end of the active station by asking a standard question.…”