Best Practice Guidelines for use of OSCEs: Maximising value for student learning

Nurse Education Today

Volumn 31, Issue 2, 2011, Pages 145-151

  Nulty, D D ^a   Mitchell, M L ^b   Jeffrey, C A ^c   Henderson, A ^d   Groves, M ^e  

^a GRIFFITH UNIVERSITY   (Australia)

^b Institute of Health and Social Science Research   (Australia)

^c Griffith University Logan Campus University Drive Meadowbrook   (Australia)

^d PRINCESS ALEXANDRA HOSPITAL   (Australia)

^e UNIVERSITY OF QUEENSLAND   (Australia)

Author keywords

Assessment; Clinical performance; Competency; Evaluation; Nursing; OSCE

Indexed keywords

ARTICLE; ATTITUDE TO HEALTH; AUSTRALIA; CLINICAL COMPETENCE; EDUCATION; EDUCATIONAL STATUS; FEEDBACK SYSTEM; HUMAN; INTERNATIONAL COOPERATION; LEARNING; METHODOLOGY; NURSING EDUCATION; NURSING STUDENT; PRACTICE GUIDELINE; QUALITY CONTROL; QUESTIONNAIRE; STANDARD; TEACHING;

BENCHMARKING; CLINICAL COMPETENCE; EDUCATION, NURSING, BACCALAUREATE; EDUCATIONAL MEASUREMENT; EDUCATIONAL STATUS; FEEDBACK; GUIDELINE ADHERENCE; HEALTH KNOWLEDGE, ATTITUDES, PRACTICE; HUMANS; INTERNATIONALITY; LEARNING; QUEENSLAND; QUESTIONNAIRES; STUDENTS, NURSING; TEACHING;

EID: 79151471832     PISSN: 02606917     EISSN: 15322793     Source Type: Journal    
DOI: 10.1016/j.nedt.2010.05.006     Document Type: Article

References (40)

1. Bartfay W.J., Rombough R., Howse E., LeBlanc R. The OSCE approach in nursing education: objective structured clinical examinations can be effective vehicles for nursing education and practice by promoting the mastery of clinical skills and decision-making in controlled and safe learning environments. The Canadian Nurse 2004, 100(3):18-25.
2. Biggs J.B. Aligning the Curriculum to Promote Good Learning 2002, Accessed 21/11/02. .
3. Biggs J.B. Teaching for Quality Learning at University 2003, Open University Press, Maidenhead. 2nd edition.
4. Biggs J.B. Teaching for Quality Learning at University 2006, Open University Press, Maidenhead. (2nd edition).
5. Brosnan M., Evans W., Brosnan E., Brown G. Implementing objective structured clinical skills evaluation (OSCE) in nursing registration programmes in a centre in Ireland: a utilisation focused evaluation. Nurse Education Today 2006, 26(2):115-122.
6. Brown S., Knight P. Assessing Learners in Higher Education 1994, Kogan Page, London.
7. Childs J.C., Sepples S. Clinical teaching by simulation: lessons learnt from a complex patient care scenario. Nursing Education Perspectives 2006, 27(3):154-158.
8. Clark E., Squire S., Heyme A., Mickle M.E., Petrie E. The PACT project: improving communication at handover. Medical Journal of Australia 2009, 190(Suppl. 11):125-127.
9. Cohen S.A. Instructional alignment: searching for a magic bullet. Educational Researcher 1987, 16(8):16-20.
10. Ebbert D.W., Connors H. Standardised patient experiences: evaluation of clinical performance and nurse practitioner student satisfaction. Nursing Education Perspectives 2004, 25(1):12-15.
11. Feingold C.E., Calaluce M., Kallen M.A. Computerized patient model and simulated clinical with baccalaureate nurses. Journal of Nursing Education 2004, 43(4):156-163.
12. Harden R.M. What is an OSCE?. Medical Teacher 1988, 10(1):9-22.
13. Harden R.M., Gleeson F.A. Assessment of clinical competence using and objective structured clinical examination (OSCE). Medical Education 1979, 13(1):41-54.
14. Joy R., Nickless L. Revolutionising assessment in a clinical skills environment - a global approach: the recorded assessment. Nurse Education in Practice 2008, 8(5):352-358.
15. Major D. OSCEs - seven years on the bandwagon: the progress of an objective structured clinical evaluation programme. Nurse Education Today 2005, 25(6):442-454.
16. Marton F., Hounsell D., Entwistle A. The Experience of Learning 1984, Scottish Academic Press, Edinburgh.
17. McKeachie W.J. The decline and fall of the laws of learning. Educational Researcher 1974, 3(3):7-11.
18. McKeachie W.J. Learning, thinking and thorndike. Educational Psychologist 1990, 25(2):127-141.
19. Meyers N.M., Nulty D.D. How to use (five) curriculum design principles to align authentic learning environments, assessment, students' approaches to thinking, and learning outcomes. Assessment and Evaluation in Higher Education 2009, 34(5):565-577.
20. Mitchell M.L., Henderson A., Groves M., Dalton M., Nulty D.D. The Objective Structures Clinical Examination (OSCE): optimising its value in the undergraduate nursing curriculum. Nurse Education Today 2009, 29(4):398-404.
21. Race P. Making Learning Happen 2005, Sage Publications, London.
22. Race P. Compendium of my Writings on Assessment 2008, .
23. Ramsden P. Learning to Teach in Higher Education 1992, Routledge, London.
24. Ramsden P. Learning to Teach in Higher Education 2003, Routledge Falmer, London and New York. 2nd Edition.
25. Regehr G., MacRae H., Reznick R.K., Szalay D. Comparing the psychometric properties of checklists and global rating scales for assessing performance on an OCSE-format examination. Academic Medicine 1998, 73(9):993-997.
26. Rischbieth A. Matching nurse skill with patient acuity in the intensive care units: a risk management mandate. Journal of Nursing Management 2006, 14(5):397-404.
27. Roberts C., Newble D., Jolly B., Reed M., Hampton K. Assuring the quality of high-stakes undergraduate assessments of clinical competence. Medical Teacher 2006, 28(6):535-543.
28. Rowntree D. Assessing Students: How Shall We Know Them? 1977, Harper and Row, London.
29. Rowntree D. Assessing Students: How Shall We Know Them? 1987, Kogan Page, London.
30. Rushforth H.E. Objective structured clinical examination (OSCE): review of the literature and implications for nursing education. Nurse Education Today 2007, 27(5):481-490.
31. Sadler D.R. Specifying and Promulgating Achievement Standards. Ministerial Advisory Committee on Curriculum Development Newsletter 1987, 3(1).
32. Sadler, D.R., 2009. Indeterminacy in the use of preset criteria for assessment and grading. Assessment and Evaluation in Higher Education 34 (2), 159-179.
33. Snyder B.R. The Hidden Curriculum 1971, Knopf, New York.
34. Tanner C.A. The next transformation: clinical education. Journal of Nursing Education 2006, 45(4):99-100.
35. The Nurse Policy Branch of the Victorian Government of Human Services 2006. Accessed 11/09/07. .
36. Thorndike E.L. Animal Intelligence: Experimental Studies 1911, Macmillan, New York.
37. Toohey S. Designing Courses for Higher Education 1999, SRHE and Open University Press, Buckingham.
38. Ward H., Barratt J. Assessment of nurse practitioner advanced clinical practice skills: using the objective structured clinical examination (OSCE): Helen Ward and Julian Barratt examine how OSCEs can be developed to ensure a robust assessment of clinical competence. Primary Health Care 2005, 15(10):37-41.
39. Wessel J., Williams R., Finch E., Gemus M. Reliability and validity of an objective structured clinical examination for physical therapy students. Journal of Allied Health 2003, 32(4):266-269.
40. White C.B., Ross P.T., Gruppen L.D. Remediating students' failed OSCE performances at one school: the effects of self-assessment, reflection, and feedback. Academic Medicine 2009, 84(5):65-654.