Objective Structured Clinical Examination - Emerging Trend in Nursing Profession

Muthamilselvi, G.; Ramanadin, P. Vadivukkarasi

doi:10.5958/j.0974-9357.6.1.009

Cited by 3 publications

(3 citation statements)

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“…[6,7,15] Most notably, the OSCE is now a component of entry-to-practice licensing examinations for the United States Medical Licensing Examination, the Canadian Pharmacist Qualifying Examination, and the Medical Council of Canada Qualifying Examination. [8] Psychometric testing is vital to gauge the effectiveness and consistency of an assessment tool. In literature examining the reliability and validity of an OSCE, several factors of OSCE implementation have been examined: number of stations, training of standardized patients, global rating score and inter-rater reliability.…”

Section: National Guidelinesmentioning

confidence: 99%

“…The OSCE was introduced in the 1970s by Dr. Ronald M. Harden in order to address the unreliability and lack of generalizability of the traditional forms of assessment in medical education. [7,8] It was established in nursing in the early 2000s. [9,10] The examination consists of multiple standardized stations at which students must complete specific clinical tasks, involving patient actors (standardized patients) or simulated encounters.…”

Section: Introductionmentioning

confidence: 99%

“…[9,10] The examination consists of multiple standardized stations at which students must complete specific clinical tasks, involving patient actors (standardized patients) or simulated encounters. [8] Implementation of the OSCE can be resource intensive, however, utilization of the standardized patient in the OSCE offers clinical learning experiences in a controlled, protected environment promoting clinical judgement and reasoning. [11] Both of these are key components of competency-based education.…”

Section: Introductionmentioning

confidence: 99%

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Implementation of a Formative Objective Structured Clinical Exam to assess self evaluation in a rural BSN-DNP program

Rogers

Garth

2020

JNEP

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Background and objective: The role of self-assessment in competency-based education has been controversial. The Objective Structured Clinical Exam (OSCE) has been used to assess competencies across the health professions. However, exploring the role of the OSCE as a method of self-assessment for nursing students has been limited. Objective: Implementation of a low cost pilot OSCE in a rural BSN-DNP program to explore graduate nursing students perceived self-evaluation of competencies to their actual OSCE performance.Methods: Eight students enrolled in a small, rural Bachelor of Science and Nursing to Doctorate of Nursing Practice (BSN-DNP) program in the Family Nurse Practitioner (FNP) specialty track were required to complete an OSCE. Graduate students participating in the OSCE completed a Self-Assessment of Competency questionnaire prior to performing the OSCE and the results were compared to their actual performance on the OSCE. Using available resources, undergraduate students in the BSN program at the institution were utilized as standardized patients.Results: Students perceived self-assessment of competence rated higher than their actual performance in subjective and objective data collection and implementation of a plan. Students’ actual performance was superior to their perceived self-assessment regarding communication with the patient.Conclusions: Without competency-based self-assessments, students can be unaware of their strengths and weaknesses. The OSCE is an instrument that provides faculty and students with objective measures of self-evaluation and should be considered as a component of competency-based education in rural nursing institutions.

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Section: National Guidelinesmentioning

confidence: 99%