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Related Concept Videos

Nursing Evaluation01:15

Nursing Evaluation

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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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Evaluation of the teaching process enables the nurse to determine if the patient's learning needs were met and if training was effective. If the expected outcomes are not met, the care plan is revised, and additional education or reinforcement is provided. Nurses can ask questions after the session or obtain feedback to assess the patient's understanding of the topic.
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Review and Preview01:10

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In statistics, several tools are used to interpret the data. Measures of central tendency represent the characteristics of the data, such as mean, median, and mode. Additionally, measures of variance like standard deviation and range are used to find the spread of data from the mean. Relative standing measures the distance between data locations. Commonly used measures of relative standings are percentile, z score, and quartiles.
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Data Collection III01:05

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Reliability and Validity01:29

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Reliability and validity are two important considerations that must be made with any type of data collection. Reliability refers to the ability to consistently produce a given result. In the context of psychological research, this would mean that any instruments or tools used to collect data do so in consistent, reproducible ways.
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Surveys02:16

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Often, psychologists develop surveys as a means of gathering data. Surveys are lists of questions to be answered by research participants, and can be delivered as paper-and-pencil questionnaires, administered electronically, or conducted verbally. Generally, the survey itself can be completed in a short time, and the ease of administering a survey makes it easy to collect data from a large number of people.
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Related Experiment Video

Updated: Jun 26, 2025

Use of Galvanic Skin Responses, Salivary Biomarkers, and Self-reports to Assess Undergraduate Student Performance During a Laboratory Exam Activity
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Evaluating student performance assessment methods in Objective Structured Clinical Exam: perspectives and

Matthew Godwin1, Amy J Lin2, Rahaf Bin Hamdan3

  • 1General Practice Dental Residency, Providence St. Peter Hospital, Olympia, Washington, USA.

Journal of Dental Education
|May 13, 2024
PubMed
Summary
This summary is machine-generated.

Changing the Objective Structured Clinical Exam (OSCE) grading from composite to discipline-specific increased failure rates but allowed for targeted remediation. This shift provided more actionable feedback for dental students to meet competency standards.

Keywords:
OSCEclinical competencedental educationdental student

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Area of Science:

  • Dental Education
  • Medical Assessment
  • Clinical Competency

Background:

  • The Objective Structured Clinical Exam (OSCE) is a critical assessment tool in dental education.
  • Transitioning assessment methods requires careful evaluation of their impact on student performance and perception.
  • Harvard School of Dental Medicine previously used a composite scoring system for OSCEs.

Purpose of the Study:

  • To evaluate the impact of shifting from composite scoring to discipline-specific grading on student performance in the OSCE.
  • To assess changes in student perspectives regarding the usefulness of the OSCE assessment system.
  • To analyze how the new grading system affects remediation strategies and student learning needs.

Main Methods:

  • A retrospective study analyzed data from 349 predoctoral dental students across three OSCEs (2014-2023).
  • OSCE scores were obtained from the Office of Dental Education.
  • Student demographic data (race/ethnicity, gender) were sourced from admissions records.

Main Results:

  • The odds of failing an OSCE significantly increased by an adjusted odds ratio of 20.12 after the grading system change.
  • The number of failed subjects per student decreased, with an adjusted mean ratio of 0.48.
  • Students perceived the OSCE as less useful post-change, with earlier OSCEs (1 and 2) rated higher than the final OSCE (3).

Conclusions:

  • Discipline-specific grading enables focused remediation on specific areas of deficiency, replacing previous blanket approaches.
  • While the overall number of identified fails increased, the new system provides more directed and actionable information for student improvement.
  • The revised OSCE assessment better prepares students to meet competency standards through targeted feedback and aligned learning efforts.