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Towards the implementation of OSCE in undergraduate nursing curriculum: a qualitative study
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Abstract:
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 Catalan 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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Keyword:
Avaluació curricular; Avaluació dels estudiants; Competències bàsiques en educació; Competency based education; Curricula (Courses of study); Curriculum evaluation; Currículums (Ensenyament); Formació; Infermeria; Nursing; Nursing assessment; Objective Structured Clinical Examination (OSCE); Rating of students; Training; Valoració d'infermeria
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URL: http://hdl.handle.net/2445/117042
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| 2 |
Managing tensions in academic writing for foundation learners
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Crossan, Sue; Jacka, Susie. - : The New Zealand Journal of Teachers' work is supported by AUT University, Auckland, New Zealand., 2017
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Managing tensions in academic writing for foundation learners
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Crossan, Sue; Jacka, Susie. - : The New Zealand Journal of Teachers' work is supported by AUT University, Auckland, New Zealand., 2017
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| 4 |
Managing tensions in academic writing for foundation learners
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Crossan, Sue; Jacka, Susie. - : The New Zealand Journal of Teachers' work is supported by AUT University, Auckland, New Zealand., 2017
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| 5 |
Going with it to get it done : student nurse perceptions of the influences of preceptors on their learning in clinical practice
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Going with it to get it done : student nurse perceptions of the influences of preceptors on their learning in clinical practice
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| 7 |
Going with it to get it done : student nurse perceptions of the influences of preceptors on their learning in clinical practice
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| 8 |
Instructor interview for Place-Based WAC/WID writing instruction in Nursing, clip 3 of 12
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| 9 |
Student interview for Place-Based WAC/WID writing instruction in Nursing, clip 2 of 13
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| 10 |
Student interview for Place-Based WAC/WID writing instruction in Nursing, clip 5 of 13
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| 11 |
Army Nurses' Experiences as Faculty and Students' Perceptions of Military Nursing
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In: DTIC (2011)
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| 12 |
The Nursing Specialist Group Information Technology in Nursing
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In: http://www.bcs.org/upload/pdf/nsg-itin-vol9-goossen.pdf
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