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确保稳健的欧安组织评估:来自苏格兰护理学校的反思性报告

Sandra Sharp¹, Austyn Snowden¹, Ian Stables¹

¹Edinburgh Napier University, School of Health and social Care, 11 Sighthill Court, Edinburgh EH11 45BN, UK.

Nurse education in practice

|June 25, 2024

概括

一个单站,四阶段的客观结构化临床检查 (OSCE) 是护理学生的首选. 与多站格式相比,这种方法提供了更全面的临床技能和知识评估.

科学领域:

护理教育护理教育
临床技能评估临床技能评估

背景情况:

目标结构化临床检查 (OSCE) 对于将课堂学习与临床实践联系起来至关重要.
批判性思维是欧安组织的理论基础,促进知识的真实应用.

研究的目的:

反思实施一个面对面的欧安组织在苏格兰大学的大型护理队伍.
确定在开展欧安组织活动中的挑战和学习经验.

主要方法:

采用了基于案例研究的欧安组织方法.
欧安组织最初的四个站修订为一个单一的长站,经过反思,有四个不同的阶段.

主要成果:

欧安组织四个站的格式显示了两极分化的结果,尽管整体表现良好,但一些学生在个别站失败.
一个单站,分阶段的方法被假设为提供一个更全面的学生能力的视图.
这种修订后的方法旨在增强学生的舒适性和考官关系.

结论:

建议在护理教育中采用一个单一站式,四阶段的OSCE教育.
这种格式促进了评估组件的整合,并提供了对学生能力的整体评估.

关键词:

评估评估的方法护理学生护理学生目标结构化临床检查反射反射反射反射反射反射反射有效性有效性是有效性的.

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