The cost of the objective structured clinical examination on an Italian nursing bachelor's degree course

Palese, Alvisa; Bulfone, Giampiera; Venturato, E; Urli, Nadia; Bulfone, Teresa; Zanini, Antonietta; Fabris, Stefano; Tomietto, Marco; Comisso, Irene; Tosolini, Claudia; Zuliani, S; Dante, Angelo

doi:10.1016/j.nedt.2011.03.003

Cited by 20 publications

(9 citation statements)

References 30 publications

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“…The results revealed that the most important challenges included the nursing instructors' unfamiliarity with novel clinical evaluation techniques, large number of students, and lack of sufficient time, which was in agreement with the findings of the present investigation [20]. In the same line, Paula et al (2012) and Hoseini et al (2013) reported that large number of students, lack of facilities, and lack of awareness were challenges against the use of novel methods in education and clinical evaluation of nursing students [21,22].. In the research performed by Wentink et al (2019) also, the instructors' lack of skills and unfamiliarity with novel teaching methods were introduced as effective factors.…”

Section: Discussionsupporting

confidence: 87%

Barriers and challenges against the utilization of novel teaching methods for nursing students from the perspective of nursing instructors

Bijani

Moradi

Karimi

et al. 2020

Preprint

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Background: The first step in efficient application of novel teaching methods is identification of barriers and challenges in order to perform appropriate interventions. Various studies have emphasized the utilization of novel methods in instruction of nursing students. However, there are barriers and challenges against the use of these techniques. Therefore, the present study aimed to investigate the challenges and executive barriers against the utilization of novel approaches in instructing nursing students from the perspective of nursing instructors. Methods: In this descriptive-analytical study, 150 nursing instructors were selected through census from three nursing schools in Fars province, southwest of Iran in 2019. The study data were entered into the SPSS 22 software and were analyzed using statistical tests, frequency distribution, mean, standard deviation, t-test, and one-way ANOVA. Results: The effective challenges against the utilization of novel teaching methods were classified into three domains as follows: challenges related to students, challenges related to instructors, and structural-managerial challenges. Considering the challenges associated with students, the highest score was related to the students’ lack of familiarity with novel teaching methods. Regarding the challenges associated with instructors, the highest scores were related to the instructors’ unfamiliarity with novel teaching methods and lack of mastery and skills. Finally, the large number of students and lack of support and encouragement on the part of educational institutions obtained the highest scores in the field of structural-managerial challenges. The results of independent t-test revealed a significant relationship between gender and educational degree in all three domains (p<0.001). The results also showed a significant relationship between work experience and the scores of the three domains (p<0.001). Conclusion: Application of novel approaches in nursing education requires infrastructures as well as elimination of executive barriers. Instructors’ and students’ familiarity with novel techniques and their execution processes and educational institutions’ support could contribute to the effectiveness of these methods, as well.

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Section: Discussionsupporting

confidence: 87%

Barriers and challenges against the utilization of novel teaching methods for nursing students from the perspective of nursing instructors

Bijani

Moradi

Karimi

et al. 2020

Preprint

View full text Add to dashboard Cite

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“…They suggest working together by sharing resources among the Nursing Schools. In a study conducted by Palese et al (2012), the economic cost of the OSCE and some compensatory measures are analysed, including searching for volunteer patients in associations to serve as simulated patients or establishing partnerships with health care centres. As indicated by Meskel et al, (2015) the use of an electronic management system would facilitate the implementation of the OSCE.…”

Section: Discussionmentioning

confidence: 99%

“…During this period, the administration of the test was partially funded by the government (Solà et al, 2011). According to Palese et al, (2012) the high price of the OSCE is its development and administration phase (case workshops, scenarios creation, standardized patients, logistics, catering, etc..) .…”

Section: Introductionmentioning

confidence: 99%

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

Solà

Pulpón

Morin

et al. 2017

Nurse Education Today

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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.

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“…Since the benefits of OSCE testing are always precariously balanced against cost, the construction and content of this assessment concept require full attention. 19-21 The intervention of a validation committee guarantees that a standardized and objective methodology is used to develop an OSCE. The content is determined and monitored by the learning objectives.…”

Section: Discussionmentioning

confidence: 99%

The objective structured clinical examination revisited for postgraduate trainees in general practice

Schoenmakers

Wens

2014

Int J Med Educ

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Objectives:To investigate if the psychometric qualities of an OSCE consisting of more complex simulated patient encounters remain valid and reliable in the assessment of postgraduate trainees in general practice.Methods:In this intervention study without control group, the traditional OSCE was formally replaced by the new, complex version. The study population was composed by all postgraduate trainees (second and third phase) in general practice during the ongoing academic year. Data were handled and collected as part of the formal assessment program. Univariate analyses, the variance of scores and multivariate analyses were performed to assess the test qualities.Results:A total of 340 students participated. Average final scores were slightly higher for third-phase students (t-test, p=0.05). Overall test scores were equally distributed on station level, circuit level and phase level. A multiple regression analysis revealed that test scores were dependent on the stations and circuits, but not on the master phase.Conclusions:In a changing learning environment, assessment and evaluation strategies require reorientation. The reliability and validity of the OSCE remain subject to discussion. In particular, when it comes to content and design, the traditional OSCE might underestimate the performance level of postgraduate trainees in general practice. A reshaping of this OSCE to a more sophisticated design with more complex patient encounters appears to restore the validity of the test results.

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The cost of the objective structured clinical examination on an Italian nursing bachelor's degree course

Cited by 20 publications

References 30 publications

Barriers and challenges against the utilization of novel teaching methods for nursing students from the perspective of nursing instructors

Barriers and challenges against the utilization of novel teaching methods for nursing students from the perspective of nursing instructors

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

The objective structured clinical examination revisited for postgraduate trainees in general practice

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