13. An evaluation of the implementation of Objective Structured Clinical Skills Examinations (OSCE) in a Nurse Registration Programme in Ireland (22)
Mary Brosnan, Lecturer, Department of Nursing and Health Care Studies, Institute of Technology Tralee, Co. Kerry, Ireland
Co authors: William Evans & Gary Brown
mary.brosnan1@staff.ittralee.ie
Abstract:
The poster presents the findings from a research study of two Objective Structured Clinical Skills Evaluation (OSCE) processes that were used as teaching and learning strategies within the BSc. in Nursing programme offered in an Institute of Technology in Ireland. OSCE’s, which have gained widespread acceptance throughout the western world as valid academic measures of nursing competence, is only being established in this country. This research aimed to evaluate the process and outcomes of Objective Structured Clinical Skills Evaluation (OSCE) from the perspective of the major stakeholder groups: first year general and psychiatric nursing students, second year general nursing students, clinical placement coordinators and lecturers. A utilisation focussed evaluation approach was adopted. This approach values the opinions and experiences of stakeholders.
A two stage research process was implemented –
Phase 1: focus group interviews Phase 2: questionnaire formulation, distribution and analysis The sample comprised of Phase 1: 3 focus groups purposefully selected (n=28)
Phase 2: All year 1 and 2 students who took part in the OSCE (n=110) All data was analysed: Phase 1: a grounded approach was adopted to uncover themes and issues around identified constructs
Phase 2: descriptive and inferential analysis (n=89) Our research concluded that the OSCE process has had a positive impact on all stakeholders. It was perceived to be a meaningful and fair form of assessment.
Students identified that they felt more prepared for and more confident about forthcoming placements. One could therefore conclude that despite being a costly, labour intensive process that the OCSE’s benefits warrant its consideration as an effective method of assessing nursing skills within nurse educational programmes. It is intended that findings can be used to feed back into the OSCE process to develop the validity and quality of the OSCE assessment.
Source of Funding: N/A
Amount in Funding: N/A
Biography:
Ms. Mary Brosnan, RNID, RGN, BNS, RNT, MComm (Hons.). I qualified as a Registered Nurse in Intellectual Disability and as a Registered General Nurse. I have worked as a staff nurse within both these nursing fields. I am currently working as a nurse lecturer within the Department of Nursing and Healthcare Studies, Institute of Technology, Tralee, Co. Kerry, Ireland. I have teaching responsibilities within both the undergraduate and post registration nursing pathways. These include nursing practice, clinical skills teaching, cardiology, care of the older person, preceptorship and the nurse as an educator in practice. I am a link lecturer to two student placement sites, where I have a responsibility to ensure that the clinical learning environment facilitates learning and to facilitate in the linking of practice and theory. My research work to-date has been within the areas of clinical skills teaching / assessment, preceptor preparation / role and in the areas of student nurse recruitment / retention.