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.2008.17.12.30293
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
eISSN: 2052-2819
ISSN: 0966-0461
DOI: 10.12968/bjon.2008.17.12.30293
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