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Related Concept Videos

Assessment of Respiration01:23

Assessment of Respiration

The respiratory system's basic structures and primary functions lay the foundation for nurses' comprehensive respiratory assessments. This assessment includes subjective and objective data to gauge the patient's respiratory health.
Subjective Assessment: Nurses interview the patient to gather information directly during the subjective assessment. It includes questions about the individual's medical history, medications, and symptoms, focusing on past respiratory conditions like asthma or COPD,...
Standards of Care II01:19

Standards of Care II

Nurses bear specific legal responsibilities under several federal statutes, including:
Standards of Care I01:22

Standards of Care I

Federal statutes profoundly impact nursing practice, providing critical guidelines to ensure patient care is equitable, accessible, and of the highest quality. The following laws address distinct aspects of healthcare provision and patient rights:
Nursing Evaluation01:15

Nursing Evaluation

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.
Section...
Data Collection III01:05

Data Collection III

The physical assessment examines the patient for objective data that defines the patient's condition, and aids in formulating the nursing care plan. The purpose of physical assessment is a health status appraisal, which includes identifying health problems, and establishing a database for nursing intervention.
The principles to begin the physical assessment include conducting a comprehensive or problem-related history in a quiet, well-lit room, emphasizing privacy and comfort for the patient.

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Related Experiment Video

Updated: Jun 25, 2026

Observational Study Protocol for Repeated Clinical Examination and Critical Care Ultrasonography Within the Simple Intensive Care Studies
10:38

Observational Study Protocol for Repeated Clinical Examination and Critical Care Ultrasonography Within the Simple Intensive Care Studies

Published on: January 16, 2019

Evaluating the Informed Consent Objective Structured Clinical Exam (OSCE) Using a Minimum Standard Assessment Tool

Catherine Chen1, Amanda Esposito2, Elizabeth Goodman3

  • 1Hospital Medicine, Robert Wood Johnson University Hospital, New Brunswick, USA.

Cureus
|June 24, 2026
PubMed
Summary
This summary is machine-generated.

A modified informed consent (IC) assessment tool proved feasible during residency transition Objective Structured Clinical Exams (OSCEs). The tool identified specific consent domains, showing improved student performance in AY2024 compared to AY2023.

Keywords:
informed consentmedical education researchobjective structured clinical exam (osce)patient centered carequality management in medical education and health care services

Related Experiment Videos

Last Updated: Jun 25, 2026

Observational Study Protocol for Repeated Clinical Examination and Critical Care Ultrasonography Within the Simple Intensive Care Studies
10:38

Observational Study Protocol for Repeated Clinical Examination and Critical Care Ultrasonography Within the Simple Intensive Care Studies

Published on: January 16, 2019

Area of Science:

  • Medical Education
  • Clinical Skills Assessment
  • Informed Consent

Background:

  • Informed consent (IC) is a critical component of patient care and medical ethics.
  • Assessing the quality of IC communication during clinical encounters is essential for training physicians.
  • Objective Structured Clinical Exams (OSCEs) provide a standardized method for evaluating clinical skills.

Purpose of the Study:

  • To evaluate the feasibility and descriptive performance of a modified minimum-standard informed consent (IC) assessment tool.
  • To assess the tool's utility during a transition-to-residency IC OSCE.
  • To identify specific domains of IC where students meet or do not meet a minimum standard.

Main Methods:

  • A single-center retrospective cohort analysis of IC OSCE recordings from fourth-year medical students (AY2023 and AY2024).
  • Facilitators used a modified Spatz minimum-standard tool to score recordings.
  • The minimum standard included assessing quantitative/qualitative risk and seven core IC domains.

Main Results:

  • A significantly greater proportion of AY2024 students met the minimum IC standard compared to AY2023 students (87.1% vs 51.9%, p < 0.001).
  • Improved performance was noted in AY2024 for "Alternatives," "Timeframe," and "Quantitative Risk."
  • Students consistently met expectations for "What," "Why," "How," and "Benefits" domains; non-procedural specialty students showed significant improvement.

Conclusions:

  • The modified Spatz assessment tool is feasible for implementation in transition-to-residency IC OSCEs.
  • The tool effectively identified specific consent-content domains needing improvement.
  • This assessment method can guide targeted educational interventions for enhancing IC communication skills.