scholarly journals Traditional Versus Objective Structured Clinical Examination on Pediatric Nursing Students’ Performance

2020 ◽  
Vol 2 (1) ◽  
pp. 11
Author(s):  
Khadiga M. Said ◽  
Safaa F. Draz
Keyword(s):  
Nursing Students ◽  
Clinical Examination ◽  
Clinical Skills ◽  
Objective Structured Clinical Examination ◽  
Simple Random Sample ◽  
Control Group ◽  
Pediatric Nursing ◽  
Clinical Scenarios ◽  
Significant Difference ◽  
Nursing Skills

Context: The Objective Structured Clinical Examination (OSCE) method is an effective tool for evaluating the clinical nursing skills of nursing students. OSCE is an assessment technique in which the student demonstrates their competence under a variety of simulated conditions Aim: This study aimed to compare objective structured clinical examinations versus traditional clinical examination on pediatric nursing students' performance. Methods: A quasi-experimental research design (study and control group) was used to conduct this study. The study was conducted in the laboratory of pediatric nursing skills at the faculty of nursing, Benha University. All male and female pediatric nursing students in the 3rd year (n. =228), who were studying in the academic year 2018-2019, first semester, faculty of nursing, Benha University, was recruited. A simple random sample chose to achieve the aim of this study. The odd number was for the OSCE group and the even number for the traditional clinical examination (TCE) group. Four tools were utilized to collect data for the current study. A Structured Questionnaire Sheet, A modified Self-administered Questionnaire, Pediatric Nursing Students' Practice Observational Checklists, and Clinical Scenarios were designed to assess the pediatric nursing student OSCE exam and compare between the traditional method and OSCE method of exams. Results: The current study discovered statistically significant differences were found with a high percentage of agreement responses among pediatric nursing students for related items of OSCE method compared to those in TCE. Additionally, the results clarify a highly statistically significant difference between the studied pediatric nursing students' in TCE and OSCE total performance scores. Conclusion: Objective Structured Clinical Examination (OSCE) was opinioned as a tool for clinical evaluation. This finding appeared in pediatric nursing students' responses, which confirmed their acceptance of OSCE. The OSCE subsequently remains a more objective method of assessment than the traditional clinical forms of the exam that was previously used. OSCE can be used most effectively in undergraduate nursing curricula to assess fair practice. This type of exam provided an accurate measure of clinical skill competencies. Therefore, OSCE should be adopted as a strategy for examining clinical skills for students in all academic years. The current study recommended that Objective Structured Clinical Examination can be used as effective and meaningful assistance to fitness for practice, and OSCE should be adopted as a strategy for examining clinical skills for students in all academic years.

scholarly journals The effect of a stress and anxiety coping program on objective structured clinical examination performance among nursing students in shiraz, Iran

2020 ◽  
Vol 20 (1) ◽  
Author(s):  
Sadaf Mojarrab ◽  
Leila Bazrafkan ◽  
Azita Jaberi
Keyword(s):  
Nursing Students ◽  
Clinical Examination ◽  
Relaxation Training ◽  
Substantial Reduction ◽  
Intervention Group ◽  
Demographic Characteristics ◽  
Objective Structured Clinical Examination ◽  
Control Group ◽  
Significant Difference ◽  
Exam Anxiety

Abstract Background Evaluation of the competence and practical skills of nursing students, using the objective structured clinical examination (OSCE), is an integral part of the nursing education program. However, their performance could be negatively influenced by a significant level of stress and anxiety prior to the test. The present study aimed to evaluate the effect of an anxiety coping program on the OSCE performance level of first-year nursing students in Shiraz, Iran. Methods The present quasi-experimental study was conducted among 76 nursing students; control group (n = 35) and intervention group (n = 41). To attain the study purpose, the intervention group received a pre-exam anxiety coping program that included relaxation and soothing techniques, diaphragmatic breathing training, and progressive muscle relaxation training accompanied by light instrumental music, while the control group received no intervention before the exam. Data collection instruments included a demographic characteristics form and State-Trait Anxiety Inventory (STAI) questionnaire. Demographic characteristics of the participants indicated an overall homogeneity within the study population. The STAI questionnaire was filled in before and after the OSCE and the results were compared with those of the control group. The data were analysed using SPSS software (version 22.0). P < 0.05 was considered statistically significant. Results As a result of the anxiety coping program, a substantial reduction in the anxiety score (by 11.61 units) in the intervention group was observed. There was a significant difference in the pre- and post-exam anxiety scores between the control and intervention groups (P < 0.001). The anxiety coping program improved the examination results of nursing students in the final exam compared to the midterm results (an increase of 0.9487 units, P < 0.001). Conclusion The anxiety coping program reduced the anxiety level among nursing students and improved their OSCE results. Our findings can be utilized to better evaluate clinical activities in different medical and paramedical groups. Moreover, educators can implement such coping programs prior to evaluations in order to effectively assess the knowledge, attitude, and performance of the students.

scholarly journals Plan-Do-Check-Act Framework: Effects on Pediatric Students Nurses Compliance toward Using Intravenous Smart Pump

2019 ◽  
pp. 1-14
Author(s):  
Nehal. A. Allam ◽  
Norah A. AlSadhan
Keyword(s):  
Nursing Students ◽  
Clinical Skills ◽  
Improve Patient Safety ◽  
Infusion Pump ◽  
Medication Administration ◽  
Simple Random Sample ◽  
Successful Implementation ◽  
Pediatric Nursing ◽  
Significant Difference ◽  
Smart Pump

Background: Using Intravenous Smart Pump by pediatric nursing students has shaped the challenge of finding innovative ways to teach clinical skills. The study aimed to assess the effect of PDSA framework on pediatric nurses compliance in using smart pump technology for intravenous medication administration in the pediatric intensive care unit. Design: A Quasi-Experimental quantitative, pre/post-test design was used to conduct the study. A purposive sample of 90 pediatric nursing students chosen based on the simple random sample for the academic year 2016– 2017, participated in the study. Methods: Three tools were designed by the researchers to collect the necessary data to implement the Plan Do Study Act (PDSA) framework. Statistical Analysis: The collected data were coded, analyzed and tabulated using frequencies and percentage, mean, standard deviation & chi-square tests. Results: There was a statistically significant difference and marked improvement in nurses students’ total knowledge and skills levels of smart pump intravenous administration (Pre and Post Plan Do Study Act (PDSA) framework) pre/post periods of assessment. It was observed that the majority of studied sample had good scores (100%, 97.8%, 97.8% & 93.3%) respectively post-intervention compared to (73.3%, 64.5%, 52.2%, 36.7%, 16.7%, 13.3%) pre-program and respectively (p<0.01). Conclusion: Administration of intravenous therapy for neonates can be risky but when supported by the use of smart pump systems with proper programming, compliance nurses students and staff education by reporting, monitoring, it will be a valuable tool to avoid actually catastrophic damage related to medication and infusion errors. Recommendation: Collaboration between health professionals is the key of successful implementation of smart infusion pump technology which can improve patient safety.

scholarly journals The Effect of a Stress and Anxiety Coping Program on Objective Structured Clinical Examination Performance Among Nursing Students in Shiraz, Iran

2019 ◽  
Author(s):  
Sadaf Mojarrab ◽  
Leila Bazrafkan ◽  
Azita Jaberi
Keyword(s):  
Nursing Students ◽  
Trait Anxiety ◽  
Clinical Examination ◽  
Substantial Reduction ◽  
Intervention Group ◽  
Anxiety Reduction ◽  
Objective Structured Clinical Examination ◽  
Control Group ◽  
State Trait Anxiety Inventory ◽  
Significant Difference

Abstract ABSTRACT Background: Nursing students experience a significant level of stress and anxiety prior to the objective structured clinical examination (OSCE). The present study aimed to evaluate the effect of anxiety coping program on the OSCE performance level of first-year nursing students in Shiraz, Iran. Methods: The present two-stage interventional study was conducted among 76 nursing students; control group: n=35 and intervention group: n=41. Data collection instruments included a demographic characteristic form and State-Trait Anxiety Inventory (STAI) questionnaire. The intervention group followed anxiety coping program before taking the OSCE. The STAI questionnaire was filled in before and after the OSCE and the results were compared with those of the control group. The data were analysed using SPSS software (version 22.0). P<0.05 was considered statistically significant. Results: Demographic characteristics of the participants indicated an overall homogeneity within the study population. As a result of the anxiety coping program, a substantial reduction in the anxiety score (by 11.61 units) in the intervention group was observed. There was a significant difference in the pre- and post-exam anxiety scores between the control and intervention groups (P=0.001). The anxiety coping program improved the examination results of nursing students in the final exam compared to the midterm results (an increase of 0.9487 units, P=0.001). Conclusion: The anxiety coping program reduced the anxiety level among nursing students and improved their OSCE results. Educational planners should consider anxiety reduction strategies to help students improve their examination results. Keywords: Anxiety, Nursing Students, State-Trait Anxiety Inventory

Assessing Nursing Students’ Clinical Competencies Using a Problem-Focused Objective Structured Clinical Examination

2016 ◽  
Vol 39 (3) ◽  
pp. 388-399 ◽  
Author(s):  
Xuemei Zhu ◽  
Li Yang ◽  
Ping Lin ◽  
Guizhi Lu ◽  
Ningning Xiao ◽  
...  
Keyword(s):  
Nursing Students ◽  
Undergraduate Students ◽  
Clinical Examination ◽  
Clinical Skills ◽  
Standardized Patients ◽  
Objective Structured Clinical Examination ◽  
Clinical Competencies ◽  
Graduation Examination ◽  
The Difference ◽  
Technical Operation

The objectives of this study were to develop, implement, and evaluate an innovative modified Objective Structured Clinical Examination (OSCE) model, and to compare students’ performance of different clinical skills as assessed by standardized patients and OSCE examiners. Data were obtained from final year undergraduate students undergoing the modified OSCE as a graduation examination. Seventy-seven students rotated through four stations (nine substations). Standardized patients scored students higher than examiners in history taking (9.14 ± 0.92 vs. 8.42 ± 0.85), response to emergency event (8.88 ± 1.12 vs. 7.62 ± 1.54), executive medical orders (8.77 ± 0.96 vs. 8.25 ± 1.43), technical operation (18.21 ± 1.26 vs. 16.91 ± 1.35), nursing evaluation (4.53 ± 0.28 vs. 4.29 ± 0.52), and health education stations (13.79 ± 1.31 vs. 11.93 ± 2.25; p < .01). In addition, the results indicated that the difference between standardized patient and examiner scores for physical examination skills was nonsignificant (8.70 ± 1.18 vs. 8.80 ± 1.27; p > .05). The modified, problem-focused, and nursing process–driven OSCE model effectively assessed nursing students’ clinical competencies, and clinical and critical thinking.

scholarly journals The Effect of Teaching Clinical Skills Through Social Networks on Nursing Students’ Clinical Skills in Crisis Handling: A Quasi- Experimental Study

2021 ◽  
Author(s):  
Mohammad Zaman-hosieni ◽  
Mohamad hasan Mirtajaddini ◽  
Roghayeh Mehdipour-Rabori
Keyword(s):  
Social Networks ◽  
Nursing Education ◽  
Nursing Students ◽  
Clinical Skills ◽  
Intervention Group ◽  
Simple Random Sampling ◽  
Control Group ◽  
Significance Level ◽  
Significant Difference ◽  
The Mean

Abstract Background: When a crisis occurs, nurses are at the forefront of providing care to patients in emergency rooms. The need for skilled nurses is increasing due to the crises and disasters that are occurring around the world. The aim of the study was to determine whether teaching clinical skills through social networks can affect nursing students’ clinical skills in crisis handling.Methods: This study was done in Iran in 2021. One hundred nursing students were selected by simple random sampling and divided into control and intervention groups. Nursing clinical skills in crisis questionnaires were used before and after intervention in two groups. Distance learning through social networks was done for a month. SPSS version 15 was used for data analysis. The significance level was 0.05.Results: There was no significant difference between the control and intervention groups before the intervention (P >0.05). The mean score of clinical skills in the control group increased from 60.82 before the study to 62.75 after the study, which was not statistically significant (P >0.05). The mean clinical skills of the intervention group increased from 58.02 before the intervention to 82.52 after the intervention, which was statistically significant (P < 0.001).Conclusions: This study showed nurses’ clinical skills are low during crises. Education through social networks can improve them and should be part of nursing education. The application of this low-cost and inexpensive method is recommended for improving clinical skills in nursing.

scholarly journals The Effect of Problem-based Education on the Score of Clinical Examination of Rehabilitation Students at Ahvaz University of Medical Sciences

2021 ◽  
Author(s):  
N Pirayeh ◽  
N Moradi ◽  
MJ Shaterzadeh-Yazdi ◽  
M Saadat ◽  
M Soltani ◽  
...  
Keyword(s):  
Student Satisfaction ◽  
Undergraduate Students ◽  
Clinical Examination ◽  
Speech Therapy ◽  
Clinical Skills ◽  
Control Group ◽  
Medical Sciences ◽  
Fields Of Study ◽  
Significant Difference ◽  
Quasi Experimental

Introduction: Problem-based education is a student-centered educational strategy in which students collaboratively analyze educational issues and reflect on their experiences. The purpose of this study was to investigate the effect of problem-based education on the evaluation of clinical skills of rehabilitation students at Ahvaz University of Medical Sciences. Methods: This is a quasi-experimental interventional investigation. The study population comprised all fourth year undergraduate students in the fields of physiotherapy, speech therapy and occupational therapy at Ahvaz University of Medical Sciences. Based on random sampling method, a number of students were selected as the experimental group (problem-based education) and others as the control group (traditional education). Data were collected using an objective-structured clinical examination to assess students' clinical skills, and a researcher-made questionnaire to assess satisfaction with the problem-based education method. Result: The mean scores of clinical skills following education revealed a statistically significant difference between the two traditional and problem-based methods in all the three fields of study. Also, the results of the student satisfaction questionnaire showed approximately 60% of students in all three fields of study proving a high to very high level of satisfaction with problem-based education. Conclusion: Due to the increase in students' clinical skills following problem-based education and their high satisfaction with this teaching procedure, it is suggested that other faculties of rehabilitation sciences and related fields also use the method in teaching pertinent to clinical courses.

scholarly journals Empirical analysis comparing the tele-objective structured clinical examination (teleOSCE) and the in-person assessment in Australia

2021 ◽  
Vol 18 ◽  
pp. 23
Author(s):  
Jonathan Zachary Felthun ◽  
Silas Taylor ◽  
Boaz Shulruf ◽  
Digby Wigram Allen
Keyword(s):  
Physical Examination ◽  
Clinical Examination ◽  
Clinical Skills ◽  
Objective Structured Clinical Examination ◽  
High Stakes ◽  
South Wales ◽  
Significant Difference ◽  
Workplace Based Assessment ◽  
The University ◽  
The Impact

Purpose: It aimed to compare the use of the tele objective structured clinical examination (teleOSCE) with in-person assessment in high-stakes clinical examination so as to determine the impact of the teleOSCE on the assessment undertaken. Discussion follows regarding what skills and domains can effectively be assessed in a teleOSCE. Methods: This study is a retrospective observational analysis. It compares the results achieved by final year medical students in their clinical examination, assessed using the teleOSCE in 2020 (n=285), with those who were examined using the traditional in-person format in 2019 (n=280). The study was undertaken at the University of New South Wales, Australia.Results: In the domain of physical examination, students in 2020 scored 0.277 points higher than those in 2019 (mean difference –0.277, P<0.001, effect size 0.332). Across all other domains, there was no significant difference in mean scores between 2019 and 2020.Conclusion: The teleOSCE does not negatively impact assessment in clinical examination in all domains except physical examination. If the teleOSCE is the future of clinical skills examination, assessment of physical examination will require concomitant workplace-based assessment.

scholarly journals Assessment of breastfeeding clinical skills among nursing students using the Objective Structured Clinical Examination (OSCE)

2016 ◽  
Vol 5 (20) ◽  
pp. 244-252 ◽  
Author(s):  
Natalia Villegas ◽  
Rosina Cianelli ◽  
Madeline Fernandez ◽  
Shakira Henderson ◽  
Solange Sierra ◽  
...  
Keyword(s):  
Nursing Students ◽  
Clinical Examination ◽  
Clinical Skills ◽  
Objective Structured Clinical Examination
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