Assessing nurse practitioner students using a modified objective structured clinical examination (OSCE)
Authors: Khattab, A.D. and Rawlings, B.
Journal: Nurse Education Today
Volume: 21
Issue: 7
Pages: 541-550
ISSN: 0260-6917
DOI: 10.1054/nedt.2001.0590
Abstract:Limitations of applying the traditional final medical examination for the assessment of clinical competence of nurse practitioners are a matter of concern. This paper discusses a modified Objective Structured Clinical Examination (OSCE) to assess physical examination skills of student nurse practitioners at Bournemouth University. This assessment was developed to standardize the evaluation of examining skills by using healthy volunteers from the student body as patients. This modified OSCE can be used as an assessment tool for formative and summative assessment, as a resource for learning, as a basis for abbreviated versions of physical examination assessments and to identify gaps and weaknesses in clinical skills. The emphasis, therefore, is not only on the product but also the process. The Bournemouth experience may be of interest to other organizations that are developing OSCEs for formative and summative purposes in nurse practitioner education. © 2001 Harcourt Publishers Ltd.
Source: Scopus
Assessing nurse practitioner students using a modified objective structured clinical examination (OSCE).
Authors: Khattab, A.D. and Rawlings, B.
Journal: Nurse Educ Today
Volume: 21
Issue: 7
Pages: 541-550
ISSN: 0260-6917
DOI: 10.1054/nedt.2001.0590
Abstract:Limitations of applying the traditional final medical examination for the assessment of clinical competence of nurse practitioners are a matter of concern. This paper discusses a modified Objective Structured Clinical Examination (OSCE) to assess physical examination skills of student nurse practitioners at Bournemouth University. This assessment was developed to standardize the evaluation of examining skills by using healthy volunteers from the student body as patients. This modified OSCE can be used as an assessment tool for formative and summative assessment, as a resource for learning, as a basis for abbreviated versions of physical examination assessments and to identify gaps and weaknesses in clinical skills. The emphasis, therefore, is not only on the product but also the process. The Bournemouth experience may be of interest to other organizations that are developing OSCEs for formative and summative purposes in nurse practitioner education.
Source: PubMed
Assessing nurse practitioner students using a modified objective structured clinical examination (OSCE)
Authors: Khattab, A.D. and Rawlings, B.
Journal: Nurse Education Today
Volume: 21
Pages: 541-550
ISSN: 0260-6917
DOI: 10.1054/nedt.2001.0590
Abstract:Limitations of applying the traditional final medical examination for the assessment of clinical competence of nurse practitioners are a matter of concern. This paper discusses a modified Objective Structured Clinical Examination (OSCE) to assess physical examination skills of student nurse practitioners at Bournemouth University. This assessment was developed to standardize the evaluation of examining skills by using healthy volunteers from the student body as patients. This modified OSCE can be used as an assessment tool for formative and summative assessment, as a resource for learning, as a basis for abbreviated versions of physical examination assessments and to identify gaps and weaknesses in clinical skills. The emphasis, therefore, is not only on the product but also the process. The Bournemouth experience may be of interest to other organizations that are developing OSCEs for formative and summative purposes in nurse practitioner education.
Source: Manual
Preferred by: Ahmed Khattab
Assessing nurse practitioner students using a modified objective structured clinical examination (OSCE).
Authors: Khattab, A.D. and Rawlings, B.
Journal: Nurse education today
Volume: 21
Issue: 7
Pages: 541-550
eISSN: 1532-2793
ISSN: 0260-6917
DOI: 10.1054/nedt.2001.0590
Abstract:Limitations of applying the traditional final medical examination for the assessment of clinical competence of nurse practitioners are a matter of concern. This paper discusses a modified Objective Structured Clinical Examination (OSCE) to assess physical examination skills of student nurse practitioners at Bournemouth University. This assessment was developed to standardize the evaluation of examining skills by using healthy volunteers from the student body as patients. This modified OSCE can be used as an assessment tool for formative and summative assessment, as a resource for learning, as a basis for abbreviated versions of physical examination assessments and to identify gaps and weaknesses in clinical skills. The emphasis, therefore, is not only on the product but also the process. The Bournemouth experience may be of interest to other organizations that are developing OSCEs for formative and summative purposes in nurse practitioner education.
Source: Europe PubMed Central