Massey D, Byrne J, Higgins N, Weeks B, Shuker M-A, Coyne E, Mitchell M, Johnston A N B
Menzies Health Institute Queensland, Griffith University, QLD 4222, Australia; University Sunshine Coast, 90, Sippy Downs Drive, Sippy Downs, QLD 4556, Australia.
Menzies Health Institute Queensland, Griffith University, QLD 4222, Australia; School of Nursing and Midwifery, Griffith University, Brisbane 4111, Australia.
Nurse Educ Today. 2017 Jul;54:56-61. doi: 10.1016/j.nedt.2017.02.024. Epub 2017 Apr 20.
Objective structured clinical examinations (OSCEs) are designed to assess clinical skill performance and competency of students in preparation for 'real world' clinical responsibilities. OSCEs are commonly used in health professional education and are typically associated with high levels of student anxiety, which may present a significant barrier to performance. Students, including nursing students, have identified that flexible access to exemplar OSCEs might reduce their anxiety and enable them to better prepare for such examinations.
To implement and evaluate an innovative approach to preparing students for OSCEs in an undergraduate (registration) acute care nursing course.
A set of digitized OSCE exemplars were prepared and embedded in the University-based course website as part of usual course learning activities. Use of the exemplars was monitored, pre and post OSCE surveys were conducted, and qualitative data were collected to evaluate the approach. OSCE grades were also examined.
The online OSCE exemplars increased self-rated student confidence, knowledge, and capacity to prepare and provided clarity around assessment expectations. OSCE exemplars were accessed frequently and positively received; but did not impact on performance.
Video exemplars aid student preparation for OSCEs, providing a flexible, innovative and clear example of the assessment process. Video exemplars improved self-rated student confidence and understanding of performance expectations, leading to increased engagement and reduced anxiety when preparing for the OSCE, but not overall OSCE performance. Such OSCE exemplars could be used to increase staff capacity and improve the quality of the student learning experience.
客观结构化临床考试（OSCEs）旨在评估学生的临床技能表现和能力，为其承担“现实世界”的临床职责做准备。OSCEs在卫生专业教育中普遍使用，通常与学生的高度焦虑相关，这可能对考试表现构成重大障碍。包括护理专业学生在内的学生们发现，灵活获取OSCE范例可能会减轻他们的焦虑，并使他们能更好地为这类考试做准备。
在本科（注册）急性护理课程中实施并评估一种让学生为OSCEs做准备的创新方法。
准备了一组数字化的OSCE范例，并将其嵌入大学课程网站，作为常规课程学习活动的一部分。对范例的使用情况进行了监测，在OSCE考试前后进行了调查，并收集了定性数据以评估该方法。还对OSCE成绩进行了检查。
在线OSCE范例提高了学生的自我评估信心、知识水平以及准备能力，并明确了评估期望。OSCE范例被频繁访问且得到了积极反馈；但对考试表现没有影响。
视频范例有助于学生为OSCEs做准备，提供了一个灵活、创新且清晰的评估过程示例。视频范例提高了学生的自我评估信心以及对表现期望的理解，在为OSCEs做准备时增加了参与度并减轻了焦虑，但并未提高整体OSCE考试表现。此类OSCE范例可用于提高教师能力并改善学生学习体验的质量。
