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Evaluating objective structured clinical assessment (OSCA) in undergraduate nursing

East, Leah, Peters, Kathleen, Halcomb, Elizabeth, Raymond, Debra and Salamonson, Yenna 2014, Evaluating objective structured clinical assessment (OSCA) in undergraduate nursing, Nurse education in practice, vol. 14, no. 5, pp. 461-467, doi: 10.1016/j.nepr.2014.03.005.

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Title Evaluating objective structured clinical assessment (OSCA) in undergraduate nursing
Author(s) East, Leah
Peters, Kathleen
Halcomb, Elizabeth
Raymond, Debra
Salamonson, Yenna
Journal name Nurse education in practice
Volume number 14
Issue number 5
Start page 461
End page 467
Total pages 7
Publisher Elsevier
Place of publication Amsterdam, The Netherlands
Publication date 2014-09
ISSN 1471-5953
1873-5223
Keyword(s) objective structured clinical assessment
undergraduate nursing
nursing practice
assessment
ompetence
Summary The aims of this mixed methods study were to gain insight into how individual assessors determine an Objective Structured Clinical Assessment (OSCA) result for undergraduate nursing students and identify whether individual assessor perceptions and professional characteristics have an impact on students' results. Results from 25 participants showed that although less than half (44%) of the participants were teaching in the course that they were assessing, the participants were highly experienced clinicians and nearly three-quarters (72%) had completed formal teaching qualifications. There were wide variations in pass rates (16.7–90%) between assessors. The widest disparity was observed between assessors with and those without critical care experience (66% versus 39%), as well as assessors who were teaching the course and those who were not (68% versus 49%). Qualitative analysis revealed three dominant themes within participants' transcripts. The themes focused on determining student safety, and the use of personal perceptions and clinical experience to determine competency. Findings indicate that assessors' individual perceptions and clinical experience have the potential to influence and determine undergraduate nursing students OSCA results. Development of criteria standards and objective assessment may be enhanced by greater involvement of assessors and thorough education and training within the context of student assessments.
Language eng
DOI 10.1016/j.nepr.2014.03.005
Field of Research 111099 Nursing not elsewhere classified
Socio Economic Objective 920210 Nursing
HERDC Research category C1 Refereed article in a scholarly journal
Copyright notice ©2014, Elsevier
Persistent URL http://hdl.handle.net/10536/DRO/DU:30065803

Document type: Journal Article
Collection: School of Nursing and Midwifery
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Created: Wed, 17 Sep 2014, 14:24:33 EST by Leah East

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