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Assessment of simulated clinical skills and distance students: can we do it better?

Bouchoucha, Stéphane, Wikander, Lolita and Wilkin, Catherine 2013, Assessment of simulated clinical skills and distance students: can we do it better?, Nurse education today, vol. 33, no. 9, pp. 944-948, doi: 10.1016/j.nedt.2012.11.008.

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Title Assessment of simulated clinical skills and distance students: can we do it better?
Author(s) Bouchoucha, Stéphane
Wikander, Lolita
Wilkin, Catherine
Journal name Nurse education today
Volume number 33
Issue number 9
Start page 944
End page 948
Total pages 5
Publisher Elsevier
Place of publication Amsterdam, The Netherlands
Publication date 2013-09
ISSN 1532-2793
Keyword(s) Clinical simulation
Clinical skills assessment
Distance education
Nursing students
OSCA
Attitude
Australia
Clinical Competence
Cross-Sectional Studies
Education, Distance
Education, Nursing, Baccalaureate
Educational Measurement
Humans
Models, Educational
Nursing Education Research
Qualitative Research
Students, Nursing
Time Factors
Summary Australian universities have traditionally been able to supplement clinical education, for undergraduate nursing courses, delivered on placement with weekly clinical teaching in the simulated environment. The Objective Structured Clinical Assessment (OSCA) tool has been used in this simulated environment to assess clinical skills. Recently, however, online delivery of undergraduate nursing courses has become more common. The move from an internal mode of teaching to an online external mode is seen worldwide and poses challenges to staff and students as well as changing the teaching and learning culture of institutions (Philip and Wozniak, 2009). This cultural shift and the resulting diminishing timeframe for students to acquire and practice simulated clinical skills imply that it may become necessary to rethink assessment forms such as the OSCA assessment. This study examines whether or not the OSCA tool developed by Bujack et al. (1991a) is the best tool to be used in this new context, where online teaching is supplemented by very short, annual, intensive periods of study. Skills acquisition theories dictate that time is required to produce an ideal skills acquisition environment (Quinn, 2000) but the time constraints placed on students in such intensive periods of study could influence skills acquisition. This cross-sectional qualitative study used semi-structured interviews and focus groups to collect data. 65% of the nursing faculty participated in the study. The teaching of the Bachelor of Nursing (BN) occurred on two campuses and staff from both areas participated. This group of nurse academics was employed across the range of academic levels (from lecturer to professor) at the University. Data analysis followed a generic thematic analysis framework. Findings in this study show that there are a variety of attitudes and underpinning beliefs amongst staff in relation to the OSCAs. Doubts were raised in regard to the suitability of the use of the OSCA tool in this setting. It also became apparent during this study that the OSCA tool possibly serves purposes other than an assessment tool.
Language eng
DOI 10.1016/j.nedt.2012.11.008
Field of Research 111099 Nursing not elsewhere classified
1110 Nursing
Socio Economic Objective 920210 Nursing
HERDC Research category C1.1 Refereed article in a scholarly journal
ERA Research output type C Journal article
Copyright notice ©2013, Elsevier
Persistent URL http://hdl.handle.net/10536/DRO/DU:30074562

Document type: Journal Article
Collection: School of Nursing and Midwifery
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