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OSCE best practice guidelines-applicability for nursing simulations.

Michelle A Kelly1, Marion L Mitchell2, Amanda Henderson3

  • 11Curtin University, Kent Street Bentley, Perth, Western Australia 6102 Australia.

Advances in Simulation (London, England)
|February 17, 2018
PubMed
Summary
This summary is machine-generated.

Objective structured clinical examinations (OSCEs) best practice guidelines (BPGs) effectively guided nursing student simulations. These guidelines enhanced learning across affective, cognitive, and psychomotor domains, preparing students for clinical practice.

Keywords:
Affective domainBest practice guidelinesHolistic practiceOSCEPedagogySimulation

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Area of Science:

  • Nursing Education
  • Healthcare Simulation
  • Clinical Skills Assessment

Background:

  • Objective structured clinical examinations (OSCEs) are established tools for assessing clinical performance in healthcare education.
  • Simulation-based learning is crucial for developing holistic nursing care skills.
  • This study evaluated the applicability of seven OSCE best practice guidelines (BPGs) within an existing formative simulation.

Purpose of the Study:

  • To determine the applicability and value of OSCE BPGs in a formative nursing simulation.
  • To assess how OSCE BPGs align with current simulation activities for first-year nursing students.

Main Methods:

  • A mixed-methods approach was employed, comparing OSCE BPGs with an existing simulation activity.
  • Student feedback was gathered through electronic surveys (n=367) and four focus groups.
  • Template analysis, using BPGs as a priori codes, interpreted the qualitative and quantitative data.

Main Results:

  • The seven OSCE BPGs were found to be applicable to the simulation activity with minimal required changes.
  • Student feedback indicated BPGs were valuable for guiding learning, especially in the affective domain.
  • BPGs assisted students in preparing for their upcoming clinical placements.

Conclusions:

  • OSCE BPGs align with simulation's intent to provide feedback on holistic nursing practice (affective, cognitive, psychomotor domains).
  • The findings support the use of OSCE BPGs for developing and delivering nursing simulations.
  • Further consideration is needed for delivering simulations to large student cohorts to meet their role-rehearsal needs.