Introduction of Undergraduate Nursing Students to an Objective Structured Clinical Examination
| Autor: | Carley Jans, Renee M Brighton, Roy A Brown, Carolyn Antoniou, Maria T Mackay |
|---|---|
| Rok vydání: | 2017 |
| Předmět: |
Male
Educational measurement Objective structured clinical examination media_common.quotation_subject education Nursing assessment Education 03 medical and health sciences 0302 clinical medicine Nursing Surveys and Questionnaires Humans Medicine 030212 general & internal medicine Nurse education Simulation Training Curriculum Nursing Assessment General Nursing media_common Medical education 030504 nursing business.industry Australia Education Nursing Baccalaureate Feeling Preparedness Anxiety Female Students Nursing Clinical Competence Educational Measurement medicine.symptom 0305 other medical science business |
| Zdroj: | Journal of Nursing Education. 56:231-234 |
| ISSN: | 1938-2421 0148-4834 |
| Popis: | 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. [ J Nurs Educ. 2017;56(4):231–234.] |
| Databáze: | OpenAIRE |
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