The aim of this study was to evaluate the attitudes of faculty and graduates of college of nursing towards Objective Structured Clinical Examination (OSCE) as a valid and reliable method of clinical competency assessm...The aim of this study was to evaluate the attitudes of faculty and graduates of college of nursing towards Objective Structured Clinical Examination (OSCE) as a valid and reliable method of clinical competency assessment in nursing ten years after its inception. Core nursing courses are based on instructional teaching methods and “hands-on” approach to impact cognitive, psychomotor skills and clinical judgments. Different clinical competency assessment methods are used globally;however, most of them are subjective. A descriptive survey using 16-item five-point likert scale questionnaire was conducted. The study sample consisted of 140 participants: 20 faculty members, 27 graduates of the Bachelor of Science in Nursing (BSN) Degree and 93 graduates of the Associate Degree of Nursing (ADN) programs with OSCE experience during their training. Data collection was carried out between October and November 2015. Eighty percent of faculty members, 74% of BSN and 62.3% of ADN graduates agreed that OSCE represented an objective evaluation method for psychomotor skills. Majority of the graduates perceived their OSCE experience positively although stressful. However, they have suggested the introduction of trial/mock OSCE prior to each exam to minimize the stress associated with it. In conclusion, there appears to be no single “gold-standard” assessment tool for clinical competency. OSCE assesses student nurses’ psychomotor skills in a non-clinical environment, therefore without risks to real patients. In combination with other assessment methods in the clinical settings, OSCE will provide a more comprehensive student psychomotor skill evaluation. OSCE experiences gave new nursing graduates confidence to work as registered nurses in health care settings.展开更多
Objective: The objective of this study is to construct the simulated patient training curriculum for OSCE examination for undergraduate nursing students and to explore the theoretical and practical foundation. Methods...Objective: The objective of this study is to construct the simulated patient training curriculum for OSCE examination for undergraduate nursing students and to explore the theoretical and practical foundation. Methods: To establish TSP training curriculum and SSP training curriculum, 30 experts were invited to finish the questionnaires which were proved by Delphi Method. Findings: We established the training curriculum of TSP and SSP, and set the weight of various curricula and teaching contents. Conclusions: The experts considered that the degree and importance of these two training curricula were comparable. This conclusion lays the foundation for applying these curricula to teaching practice and clinical practice, and enhancing the teaching outcome of undergraduate nursing students. Implications: This study provided a new way of assessing the clinic ability of nursing students.展开更多
The objective of this study is to examine the application effect of the Objective Structured Clinical Examination(OSCE)model in the comprehensive practical training course for higher vocational nursing.Based on the ev...The objective of this study is to examine the application effect of the Objective Structured Clinical Examination(OSCE)model in the comprehensive practical training course for higher vocational nursing.Based on the evaluation dimensions of core nursing competencies,the OSCE framework was constructed with the clinical nursing work process as the main focus and supported by a nursing case database.A questionnaire survey revealed that over 80%of students in the experimental group were satisfied with the application of OSCE in the nursing comprehensive practical training course,and more than 90%believed that OSCE assessment enhanced their theoretical knowledge and practical skills.The OSCE was also considered helpful in transforming learned knowledge and skills into professional competencies.展开更多
目的观察临床操作技能评估(Direct observation of procedural skills,DOPS)为工具的形成性评价在临床医学学士(Bachelor of Medicine,MBBS)心肺复苏教学中的应用效果。方法选择北华大学附属医院、临床医学院2020届MBBS毕业实习生为对照...目的观察临床操作技能评估(Direct observation of procedural skills,DOPS)为工具的形成性评价在临床医学学士(Bachelor of Medicine,MBBS)心肺复苏教学中的应用效果。方法选择北华大学附属医院、临床医学院2020届MBBS毕业实习生为对照组,2021届MBBS毕业实习生为试验组。对照组心肺复苏教学采用客观结构化临床考试(objective structured clini‐cal examination,OSCE)模式,试验组采用OSCE+DOPS模式。观察两组理论知识与技能考核成绩。问卷调查试验组对DOPS为工具的形成性评价体系应用满意度。结果对照组技能考核成绩(88.6±5.6)分,明显低于试验组的(98.0±3.2)分(P<0.05)。试验组学生认为DOPS形成性评价的运用可提高临床急救能力和临床思维能力、激发学习兴趣、巩固理论知识的学习,提高学生开展急救的信心,提高临床分析、解决问题的能力。结论应用DOPS为工具的形成性评价可以提高在MBBS心肺复苏教学效果。展开更多
目的探讨行为阶段转变理论模型(the transtheoretical model and stages of change,TTM)与客观结构化临床考核(objective structured clinical examination,OSCE)模式对于新入职产科护士实践技能培训的指导价值。方法选取2020年1月—202...目的探讨行为阶段转变理论模型(the transtheoretical model and stages of change,TTM)与客观结构化临床考核(objective structured clinical examination,OSCE)模式对于新入职产科护士实践技能培训的指导价值。方法选取2020年1月—2021年3月南京医科大学附属妇产医院接收的新入职产科护士78名作为对照组,选取2021年4月—2022年9月南京医科大学附属妇产医院接收的新入职产科护士78名为作观察组。对照组采取常规的集中培训方法,观察组采取TTM与OSCE考核培训方法。对比2组新入职产科护士的实践技能考核评分情况、经培训后综合能力以及满意度情况。结果观察组培训后的实践技能考核得分高于对照组[(93.33±2.42)分vs.(88.52±2.71)分],差异有统计学意义(P<0.001);观察组产科护士经培训后在护理评估、临床思维、沟通技能、人文关怀、整体评价各个方面综合能力得分高于对照组,差异有统计学意义(P<0.001);观察组产科护士总满意率(94.87%)高于对照组(83.33%),差异有统计学意义(P<0.05)。结论针对新入职产科护士,实施TTM与OSCE考核培训方式可以提高护士实践技能及综合能力,并提高满意度。展开更多
文摘The aim of this study was to evaluate the attitudes of faculty and graduates of college of nursing towards Objective Structured Clinical Examination (OSCE) as a valid and reliable method of clinical competency assessment in nursing ten years after its inception. Core nursing courses are based on instructional teaching methods and “hands-on” approach to impact cognitive, psychomotor skills and clinical judgments. Different clinical competency assessment methods are used globally;however, most of them are subjective. A descriptive survey using 16-item five-point likert scale questionnaire was conducted. The study sample consisted of 140 participants: 20 faculty members, 27 graduates of the Bachelor of Science in Nursing (BSN) Degree and 93 graduates of the Associate Degree of Nursing (ADN) programs with OSCE experience during their training. Data collection was carried out between October and November 2015. Eighty percent of faculty members, 74% of BSN and 62.3% of ADN graduates agreed that OSCE represented an objective evaluation method for psychomotor skills. Majority of the graduates perceived their OSCE experience positively although stressful. However, they have suggested the introduction of trial/mock OSCE prior to each exam to minimize the stress associated with it. In conclusion, there appears to be no single “gold-standard” assessment tool for clinical competency. OSCE assesses student nurses’ psychomotor skills in a non-clinical environment, therefore without risks to real patients. In combination with other assessment methods in the clinical settings, OSCE will provide a more comprehensive student psychomotor skill evaluation. OSCE experiences gave new nursing graduates confidence to work as registered nurses in health care settings.
文摘Objective: The objective of this study is to construct the simulated patient training curriculum for OSCE examination for undergraduate nursing students and to explore the theoretical and practical foundation. Methods: To establish TSP training curriculum and SSP training curriculum, 30 experts were invited to finish the questionnaires which were proved by Delphi Method. Findings: We established the training curriculum of TSP and SSP, and set the weight of various curricula and teaching contents. Conclusions: The experts considered that the degree and importance of these two training curricula were comparable. This conclusion lays the foundation for applying these curricula to teaching practice and clinical practice, and enhancing the teaching outcome of undergraduate nursing students. Implications: This study provided a new way of assessing the clinic ability of nursing students.
基金Education and Teaching Reform and Practice Project of Guangdong Province Vocational Colleges Steering Committee for Integration of Production and Education in 2022“Research on the Application of OSCE Mode in Vocational Nursing Training Teaching”(Project No.2022CJRH14)。
文摘The objective of this study is to examine the application effect of the Objective Structured Clinical Examination(OSCE)model in the comprehensive practical training course for higher vocational nursing.Based on the evaluation dimensions of core nursing competencies,the OSCE framework was constructed with the clinical nursing work process as the main focus and supported by a nursing case database.A questionnaire survey revealed that over 80%of students in the experimental group were satisfied with the application of OSCE in the nursing comprehensive practical training course,and more than 90%believed that OSCE assessment enhanced their theoretical knowledge and practical skills.The OSCE was also considered helpful in transforming learned knowledge and skills into professional competencies.
文摘目的观察临床操作技能评估(Direct observation of procedural skills,DOPS)为工具的形成性评价在临床医学学士(Bachelor of Medicine,MBBS)心肺复苏教学中的应用效果。方法选择北华大学附属医院、临床医学院2020届MBBS毕业实习生为对照组,2021届MBBS毕业实习生为试验组。对照组心肺复苏教学采用客观结构化临床考试(objective structured clini‐cal examination,OSCE)模式,试验组采用OSCE+DOPS模式。观察两组理论知识与技能考核成绩。问卷调查试验组对DOPS为工具的形成性评价体系应用满意度。结果对照组技能考核成绩(88.6±5.6)分,明显低于试验组的(98.0±3.2)分(P<0.05)。试验组学生认为DOPS形成性评价的运用可提高临床急救能力和临床思维能力、激发学习兴趣、巩固理论知识的学习,提高学生开展急救的信心,提高临床分析、解决问题的能力。结论应用DOPS为工具的形成性评价可以提高在MBBS心肺复苏教学效果。
文摘目的探讨行为阶段转变理论模型(the transtheoretical model and stages of change,TTM)与客观结构化临床考核(objective structured clinical examination,OSCE)模式对于新入职产科护士实践技能培训的指导价值。方法选取2020年1月—2021年3月南京医科大学附属妇产医院接收的新入职产科护士78名作为对照组,选取2021年4月—2022年9月南京医科大学附属妇产医院接收的新入职产科护士78名为作观察组。对照组采取常规的集中培训方法,观察组采取TTM与OSCE考核培训方法。对比2组新入职产科护士的实践技能考核评分情况、经培训后综合能力以及满意度情况。结果观察组培训后的实践技能考核得分高于对照组[(93.33±2.42)分vs.(88.52±2.71)分],差异有统计学意义(P<0.001);观察组产科护士经培训后在护理评估、临床思维、沟通技能、人文关怀、整体评价各个方面综合能力得分高于对照组,差异有统计学意义(P<0.001);观察组产科护士总满意率(94.87%)高于对照组(83.33%),差异有统计学意义(P<0.05)。结论针对新入职产科护士,实施TTM与OSCE考核培训方式可以提高护士实践技能及综合能力,并提高满意度。
