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Assessment of the Gastrointestinal System II: Health Perception Pattern01:29

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Assessing the gastrointestinal (GI) system is a complex process that begins with collecting subjective data. This data, collected through patient interviews, provides crucial insights into the patient's health history, perception patterns, and lifestyle habits, all contributing significantly to GI health.
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Nursing Evaluation01:15

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The evaluation stage signals the end of the nursing process. The nurse gathers evaluative data to assess whether or not the patient has attained the expected results. Whereas the nurse collects data in the nursing assessment to identify the patient's health concerns, the evaluation stage data determines if the indicated health issues are resolved. Evaluative data collection includes two sections: the data acquired to evaluate patient outcomes and the time criteria for data collection.
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E-Patient Counseling Trial E-PACO: Computer Based Education versus Nurse Counseling for Patients to Prepare for Colonoscopy
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Exploring Students' Perceptions of the Educational Value of Formative Objective Structured Clinical Examination

Elaf Farahat1, Heather Javaherian-Dysinger, Gail Rice

  • 1Department of Allied Health Studies, Loma Linda University, 24851 Circle Dr., Loma Linda, CA 92354, USA. Tel 562-506-7475. elaf.farahat@gmail.com.

Journal of Allied Health
|March 4, 2016
PubMed
Summary

Objective Structured Clinical Examinations (OSCEs) offer nutrition students a realistic bridge to clinical practice. This formative assessment enhances confidence and skills, with students recommending its continued use in the curriculum.

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Area of Science:

  • Medical Education
  • Nutrition Science
  • Clinical Skills Assessment

Background:

  • Objective Structured Clinical Examinations (OSCEs) are established teaching tools across disciplines.
  • In nutrition education, OSCEs enhance student confidence, communication, and counseling skills.
  • They serve as a predictive tool for clinical performance and identify areas for improvement.

Purpose of the Study:

  • To explore the impact of three OSCE experiences on nutrition students.
  • To evaluate the effectiveness of OSCEs as a formative assessment in nutrition education.

Main Methods:

  • Eleven female medical nutrition therapy students participated in three focus groups post-OSCE sessions.
  • Interpretative phenomenological analysis was employed by two independent reviewers on transcribed data.

Main Results:

  • Five emergent themes included: bridge to clinical practice, comprehensive learning, realistic experience, student challenges, and curriculum considerations.
  • Students perceived OSCEs as more authentic and holistic than traditional hospital visits.
  • Lack of preparation emerged as a key student challenge.

Conclusions:

  • Nutrition students accept OSCEs as a valuable and memorable learning experience.
  • OSCEs effectively bridge the gap to clinical placements, boosting student confidence.
  • Students advocate for the continued integration of OSCEs into the nutrition curriculum.