Application of Best Practice Guidelines for Osces – An Australian Evaluation of their Feasibility and Value

Publisher:
Elsevier
Publication Type:
Journal Article
Citation:
Nurse Education Today, 2015, in press
Issue Date:
2015-01-19
Full metadata record
Files in This Item:
Filename Description Size
ThumbnailNET_ OSCE overall paper.pdfAccepted Manuscript Version323.39 kB
Adobe PDF
Background: Objective Structured Clinical Examinations (OSCEs) are widely used in health professional education and should be based on sound pedagogical foundations. Objectives: To evaluate the feasibility and utility of using Best Practice Guidelines (BPGs) within an OSCE format in a broad range of tertiary education settings with under-graduate and post-graduate nursing and midwifery students. Design: A mixed method with surveys, focus groups and semi-structured interviews evaluated the BPGs within an OSCE. Settings: Four maximally different contexts across four sites in Australia were used. Participants: Lecturers and undergraduate nursing students in high and low fidelity simulation settings; under-graduate midwifery students; and post-graduate rural and remote area nursing students. Results: 691 students participated in revised OSCEs. Surveys were completed by 557 students; 91 students gave further feedback through focus groups and 14 lecturers participated in interviews. At all sites the BPGs were successfully used to modify and implement OSCEs. Students valued the realistic nature of the modified OSCEs which contributed to students' confidence and preparation for clinical practice. Discussion and Conclusions: The BPGs have a broad applicability to OSCEs in a wide range of educational contexts with improved student outcomes. Subsequent examination of the BPGs saw further refinement to a set of eight BPGs that provide a sequential guide to their application in a way that is consistent with best practice curriculum design principles.
Please use this identifier to cite or link to this item: