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Introduction of undergraduate nursing students to an objective structured clinical examination

Journal Article


Abstract


  • BACKGROUND:

    The Objective Structured Clinical Examination (OSCE) is used increasingly in nursing education. The purpose of this article is to report on the qualitative evaluation of the first implementation of a medication administration OSCE within an Australian school of nursing.

    METHOD:

    A two-stage data gathering strategy was undertaken. The first stage was to survey participants' pre-OSCE and the second stage involved surveying the same participants' immediately post-OSCE. A constant comparison analysis method was used.

    RESULTS:

    The first stage data analysis (pre-OSCE) were classified into three themes: (a) Student Anxiety, (b) Student Preparedness, and (c) The Effectiveness of This Style of Assessment. The three key themes from the second stage (post-OSCE) analysis were: (a) Feelings Toward the OSCE, (b) Assessor Interaction, and (c) The OSCE Environment.

    CONCLUSION:

    Although they found it stressful, the participants valued the OSCE experience. The OSCE gave the students confidence in their capabilities of medication management

Publication Date


  • 2017

Citation


  • Brighton, R., Mackay, M., Brown, R. A., Jans, C. & Antoniou, C. (2017). Introduction of undergraduate nursing students to an objective structured clinical examination. Journal of Nursing Education, 56 (4), 231-234.

Scopus Eid


  • 2-s2.0-85017556501

Number Of Pages


  • 3

Start Page


  • 231

End Page


  • 234

Volume


  • 56

Issue


  • 4

Abstract


  • BACKGROUND:

    The Objective Structured Clinical Examination (OSCE) is used increasingly in nursing education. The purpose of this article is to report on the qualitative evaluation of the first implementation of a medication administration OSCE within an Australian school of nursing.

    METHOD:

    A two-stage data gathering strategy was undertaken. The first stage was to survey participants' pre-OSCE and the second stage involved surveying the same participants' immediately post-OSCE. A constant comparison analysis method was used.

    RESULTS:

    The first stage data analysis (pre-OSCE) were classified into three themes: (a) Student Anxiety, (b) Student Preparedness, and (c) The Effectiveness of This Style of Assessment. The three key themes from the second stage (post-OSCE) analysis were: (a) Feelings Toward the OSCE, (b) Assessor Interaction, and (c) The OSCE Environment.

    CONCLUSION:

    Although they found it stressful, the participants valued the OSCE experience. The OSCE gave the students confidence in their capabilities of medication management

Publication Date


  • 2017

Citation


  • Brighton, R., Mackay, M., Brown, R. A., Jans, C. & Antoniou, C. (2017). Introduction of undergraduate nursing students to an objective structured clinical examination. Journal of Nursing Education, 56 (4), 231-234.

Scopus Eid


  • 2-s2.0-85017556501

Number Of Pages


  • 3

Start Page


  • 231

End Page


  • 234

Volume


  • 56

Issue


  • 4