Use of a modified OSCE to assess nurse practitioner students.

Authors: Khattab, A.D. and Rawlings, B.

Journal: British journal of nursing (Mark Allen Publishing)

Volume: 17

Issue: 12

Pages: 754-759

ISSN: 0966-0461

DOI: 10.12968/bjon.2008.17.12.30305

Abstract:

Assessment of clinical competence in nurse practitioner programmes has been greatly advanced over the last 10 years by widespread use of the objective structured clinical examination (OSCE). This article describes a modified OSCE developed in a nurse education department at a specific university within the UK to standardize evaluation of the physical examination skills of nurse practitioner students. Stations comprise procedure stations, which require students to perform a 'whole' examination of the subject, and question stations, which are composed of two forms of viva, involving various cognitive activities. A number of other universities are currently using this modified OSCE as a tool for formative and summative assessment, as a learning resource, and to identify gaps and weaknesses in clinical skills.

Source: Scopus

Use of a modified OSCE to assess nurse practitioner students.

Authors: Khattab, A.D. and Rawlings, B.

Journal: Br J Nurs

Volume: 17

Issue: 12

Pages: 754-759

ISSN: 0966-0461

DOI: 10.12968/bjon.2008.17.12.30305

Abstract:

Assessment of clinical competence in nurse practitioner programmes has been greatly advanced over the last 10 years by widespread use of the objective structured clinical examination (OSCE). This article describes a modified OSCE developed in a nurse education department at a specific university within the UK to standardize evaluation of the physical examination skills of nurse practitioner students. Stations comprise procedure stations, which require students to perform a 'whole' examination of the subject, and question stations, which are composed of two forms of viva, involving various cognitive activities. A number of other universities are currently using this modified OSCE as a tool for formative and summative assessment, as a learning resource, and to identify gaps and weaknesses in clinical skills.

Source: PubMed

Use of a modified OSCE to assess nurse practitioner students

Authors: Khattab, A.D. and Rawlings, B.

Journal: British Journal of Nursing

Volume: 17

Pages: 754-759

ISSN: 0966-0461

Abstract:

Assessment of clinical competence in nurse practitioner programmes has been greatly advanced over the last 10 years by widespread use of the objective structured clinical examination (OSCE). This article describes a modified OSCE developed in a nurse education department at a specific university within the UK to standardize evaluation of the physical examination skills of nurse practitioner students. Stations comprise procedure stations, which require students to perform a ‘whole’ examination of the subject, and question stations, which are composed of two forms of viva, involving various cognitive activities. A number of other universities are currently using this modified OSCE as a tool for formative and summative assessment, as a learning resource, and to identify gaps and weaknesses in clinical skills.

http://www.internurse.com/cgi-bin/go.pl/library/article.cgi?uid=30305;article=BJN_17_12_754_759

Source: Manual

Preferred by: Ahmed Khattab

Use of a modified OSCE to assess nurse practitioner students.

Authors: Khattab, A.D. and Rawlings, B.

Journal: British journal of nursing (Mark Allen Publishing)

Volume: 17

Issue: 12

Pages: 754-759

ISSN: 0966-0461

DOI: 10.12968/bjon.2008.17.12.30305

Abstract:

Assessment of clinical competence in nurse practitioner programmes has been greatly advanced over the last 10 years by widespread use of the objective structured clinical examination (OSCE). This article describes a modified OSCE developed in a nurse education department at a specific university within the UK to standardize evaluation of the physical examination skills of nurse practitioner students. Stations comprise procedure stations, which require students to perform a 'whole' examination of the subject, and question stations, which are composed of two forms of viva, involving various cognitive activities. A number of other universities are currently using this modified OSCE as a tool for formative and summative assessment, as a learning resource, and to identify gaps and weaknesses in clinical skills.

Source: Europe PubMed Central