OSCE best practice guidelines - Applicability for nursing simulations

Journal article


Kelly, Michelle A., Mitchell, Marion, Henderson, Amanda, Jeffrey, Carol, Groves, Michele, Nulty, Duncan David, Glover, Pauline and Knight, Sabina. (2016). OSCE best practice guidelines - Applicability for nursing simulations. Advances in Simulation. https://doi.org/10.1186/s41077-016-0014-1
AuthorsKelly, Michelle A., Mitchell, Marion, Henderson, Amanda, Jeffrey, Carol, Groves, Michele, Nulty, Duncan David, Glover, Pauline and Knight, Sabina
Abstract

Background: Objective structured clinical examinations (OSCEs) have been used for many years within healthcare programmes as a measure of students’ and clinicians’ clinical performance. OSCEs are a form of simulation and are often summative but may be formative. This educational approach requires robust design based on sound pedagogy to assure practice and assessment of holistic nursing care. As part of a project testing seven OSCE best practice guidelines (BPGs) across three sites, the BPGs were applied to an existing simulation activity. The aim of this study was to determine the applicability and value of the OSCE BPGs in an existing formative simulation.

Methods: A mixed methods approach was used to address the research question: in what ways do OSCE BPGs align with simulations. The BPGs were aligned and compared with all aspects of an existing simulation activity offered to first-year nursing students at a large city-based university, prior to their first clinical placement in an Australian healthcare setting. Survey questions, comprised of Likert scales and free-text responses, used at other sites were slightly modified for reference to simulation. Students’ opinions about the refined simulation activity were collected via electronic survey immediately following the simulation and from focus groups. Template analysis, using the BPGs as existing or a priori thematic codes, enabled interpretation and illumination of the data from both sources.

Results: Few changes were made to the existing simulation plan and format. Students’ responses from surveys (n = 367) and four focus groups indicated that all seven BPGs were applicable for simulations in guiding their learning, particularly in the affective domain, and assisting their perceived needs in preparing for upcoming clinical practice.

Discussion: Similarities were found in the intent of simulation and OSCEs informed by the BPGs to enable feedback to students about holistic practice across affective, cognitive and psychomotor domains. The similarities in this study are consistent with findings from exploring the applicability of the BPGs for OSCEs in other nursing education settings, contexts, universities and jurisdictions. The BPGs also aligned with other frameworks and standards often used to develop and deliver simulations.

Conclusions: Findings from this study provide further evidence of the applicability of the seven OSCE BPGs to inform the development and delivery of, in this context, simulation activities for nurses. The manner in which simulation is offered to large cohorts requires further consideration to meet students’ needs in rehearsing the registered nurse role.

KeywordsOSCE; simulation; best practice guidelines; pedagogy; holistic practice; affective domain
Year2016
JournalAdvances in Simulation
PublisherBioMed Central
ISSN2059-0628
Digital Object Identifier (DOI)https://doi.org/10.1186/s41077-016-0014-1
Open accessOpen access
Page range1 - 10
Research GroupCentre for Education and Innovation
Publisher's version
Place of publicationUnited Kingdom
Permalink -

https://acuresearchbank.acu.edu.au/item/884x5/osce-best-practice-guidelines-applicability-for-nursing-simulations

  • 279
    total views
  • 83
    total downloads
  • 7
    views this month
  • 1
    downloads this month
These values are for the period from 19th October 2020, when this repository was created.

Export as

Related outputs

What is the price of excellence in learning and teaching? Exploring the costs and benefits for diverse academic staff studying online for a GCHE supporting the SoTL
Owens, Alison, Daddow, Angela, Clarkson, Georgia and Nulty, Duncan. (2021). What is the price of excellence in learning and teaching? Exploring the costs and benefits for diverse academic staff studying online for a GCHE supporting the SoTL. Teaching and Learning Inquiry: the ISSOTL Journal. 9(1), pp. 161-179. https://doi.org/10.20343/TEACHLEARNINQU.9.1.12
Telling stories of excellence in university teaching: Developing a framework for exceptional teaching performance/practice
Ashford-Rowe, Kevin, Nulty, Duncan and Everett, Kristina. (2016). Telling stories of excellence in university teaching: Developing a framework for exceptional teaching performance/practice. Exploring freedom and control in global higher education: 2016 SRHE Annual Research Conference. United Kingdom: Society for Research into Higher Education. pp. 1 - 4
Defining and developing a framework for the peer observation of teaching
Drew, Steve, Christopher Klopper and Nulty, Duncan. (2015). Defining and developing a framework for the peer observation of teaching. In In Christopher Klopper and Drew, Steve (Ed.). Teaching for learning and learning for teaching pp. 13-34 Sense Publishers. https://doi.org/10.1007/978-94-6300-289-9_2
Application of best practice guidelines for OSCEs - An Australian evaluation of their feasibility and value
Mitchell, Marion, Henderson, Amanda, Jeffrey, Carol, Nulty, Duncan, Groves, Michele, Kelly, Michelle, Knight, Sabina and Glover, Pauline. (2015). Application of best practice guidelines for OSCEs - An Australian evaluation of their feasibility and value. Nurse Education Today. 35(5), pp. 700 - 705. https://doi.org/10.1016/j.nedt.2015.01.007
Using an objective structured clinical examination for bachelor of midwifery students' preparation for practice
Mitchell, Marion, Jeffrey, Carol, Henderson, Amanda, Glover, Pauline, Nulty, Duncan David, Kelly, Michelle, Groves, Michele and Knight, Sabina. (2014). Using an objective structured clinical examination for bachelor of midwifery students' preparation for practice. Women and Birth. 27(2), pp. 108 - 113. https://doi.org/10.1016/j.wombi.2013.12.002
The value of best-practice guidelines for OSCEs in a postgraduate program in an Australian remote area setting
Jeffery, C. A., Mitchell, Marion L., Henderson, Amanda, Lenthall, S., Knight, Sabina, Glover, Pauline, Kelly, Michelle, Nulty, Duncan and Groves, Michele. (2014). The value of best-practice guidelines for OSCEs in a postgraduate program in an Australian remote area setting. Rural and Remote Health. 14(3), pp. 1 - 5.
An implementation framework for using OSCEs in nursing curricula
Henderson, Amanda, Nulty, Duncan, Mitchell, Marion L., Jeffrey, Carol A., Kelly, Michelle, Groves, Michele, Glover, Pauline and Knight, Sabina. (2013). An implementation framework for using OSCEs in nursing curricula. Nurse Education Today. 33(12), pp. 1459 - 1461. https://doi.org/10.1016/j.nedt.2013.04.008
Best practice guidelines for use of OSCEs: Maximising value for student learning
Nulty, Duncan David, Mitchell, Marion L., Jeffrey, Carol and Henderson, Amanda. (2011). Best practice guidelines for use of OSCEs: Maximising value for student learning. Nurse Education Today. 31(2), pp. 145 - 151. https://doi.org/10.1016/j.nedt.2010.05.006
Peer and self-assessment in the first year of university
Nulty, Duncan. (2011). Peer and self-assessment in the first year of university. Assessment and Evaluation in Higher Education. 36(5), pp. 493 - 507. https://doi.org/10.1080/02602930903540983
Survive and thrive: Skills for your first year at university
Muller, Martina and Nulty, Duncan D.. (2011). Survive and thrive: Skills for your first year at university Palgrave Macmillan.
The objective structured clinical examination (OSCE): Optimising its value in the undergraduate nursing curriculum
Mitchell, Marion L., Henderson, Amanda, Dalton, Megan, Groves, Michele and Nulty, Duncan. (2009). The objective structured clinical examination (OSCE): Optimising its value in the undergraduate nursing curriculum. Nurse Education Today. 29(4), pp. 398 - 404. https://doi.org/10.1016/j.nedt.2008.10.007