An implementation framework for using OSCEs in nursing curricula

Journal article


Henderson, Amanda, Nulty, Duncan, Mitchell, Marion L., Jeffrey, Carol A., Kelly, Michelle, Groves, Michele, Glover, Pauline and Knight, Sabina. (2013). An implementation framework for using OSCEs in nursing curricula. Nurse Education Today. 33(12), pp. 1459 - 1461. https://doi.org/10.1016/j.nedt.2013.04.008
AuthorsHenderson, Amanda, Nulty, Duncan, Mitchell, Marion L., Jeffrey, Carol A., Kelly, Michelle, Groves, Michele, Glover, Pauline and Knight, Sabina
Abstract

Objective Structured Clinical Examinations (OSCEs) are widely used across health education to determine that students are able to assimilate and apply theoretical knowledge in practice. A systematic review by <a href="http://www.sciencedirect.com/science/article/pii/S0260691713001330#b... id="x-x-x-x-x-ancbbb0025">Mitchell et al. (2009) identified a number of papers discussing OSCEs; they invariably provide explicit details about what constitutes their effective use. However, there is often little discussion about the pragmatics, namely, how OSCEs have been implemented into curricula. This situation parallels the difficulty that clinicians have in the clinical setting of integrating strong evidence into practice (<a href="http://www.sciencedirect.com/science/article/pii/S0260691713001330#b... id="x-x-x-x-x-ancbbb0050">Winch et al., 2005). One critical success factor for implementing best practice is the effective facilitation of change processes (<a href="http://www.sciencedirect.com/science/article/pii/S0260691713001330#b... id="x-x-x-x-x-ancbbb0020">Kitson et al., 2008). There is little clarity about what constitutes effective facilitation. Successful ‘facilitation’ processes are largely unexplored (<a href="http://www.sciencedirect.com/science/article/pii/S0260691713001330#b... id="x-x-x-x-x-ancbbb0010">Helfrich et al., 2010) however crucial factors include best practice being shaped or modified to suit the specific context (<a href="http://www.sciencedirect.com/science/article/pii/S0260691713001330#b... id="x-x-x-x-x-ancbbb0050">Winch et al., 2005). OSCEs are a regular component of nursing, midwifery and medical programmes in Australia and internationally. Best practice guidelines have been established to assist with their incorporation into the curriculum (<a href="http://www.sciencedirect.com/science/article/pii/S0260691713001330#b... id="x-x-x-x-x-ancbbb0035">Nulty et al., 2011). They can be a valuable strategy for determining ‘fitness to practice’ in the clinical setting, however, there is little guidance about how to effectively implement them. This commentary draws on the experience of trialling best practice guidelines that were used to review OSCEs currently being used across three diverse education programmes (post registration rural and remote nursing, undergraduate midwifery, and undergraduate nursing). Trialling of guidelines was funded by the Australian Learning and Teaching Council (<a href="http://www.sciencedirect.com/science/article/pii/S0260691713001330#b... id="x-x-x-x-x-ancbbb0005">Australian Government Office of Learning and Teaching, 2012). The proposed implementation framework emerged through shared experiences of the project leader, project officer, participating leads from education facilities offering the programmes, and observations and feedback from project members familiar with OSCEs. The framework was derived from exploring and describing the processes and situations that contributed to the success of the trial. The framework comprises four stages defined as Opportunity, Organisation, Oversight, and Outcomes (the Four Os).

KeywordsOSCE; Nursing; Best practice guidelines; Curricula
Year2013
JournalNurse Education Today
Journal citation33 (12), pp. 1459 - 1461
ISSN1532-2793
Digital Object Identifier (DOI)https://doi.org/10.1016/j.nedt.2013.04.008
Page range1459 - 1461
Research GroupCentre for Education and Innovation
Publisher's version
File Access Level
Controlled
Permalink -

https://acuresearchbank.acu.edu.au/item/856z4/an-implementation-framework-for-using-osces-in-nursing-curricula

Restricted files

Publisher's version

  • 315
    total views
  • 0
    total downloads
  • 9
    views this month
  • 0
    downloads this month
These values are for the period from 19th October 2020, when this repository was created.

Export as

Related outputs

What is the price of excellence in learning and teaching? Exploring the costs and benefits for diverse academic staff studying online for a GCHE supporting the SoTL
Owens, Alison, Daddow, Angela, Clarkson, Georgia and Nulty, Duncan. (2021). What is the price of excellence in learning and teaching? Exploring the costs and benefits for diverse academic staff studying online for a GCHE supporting the SoTL. Teaching and Learning Inquiry: the ISSOTL Journal. 9(1), pp. 161-179. https://doi.org/10.20343/TEACHLEARNINQU.9.1.12
OSCE best practice guidelines - Applicability for nursing simulations
Kelly, Michelle A., Mitchell, Marion, Henderson, Amanda, Jeffrey, Carol, Groves, Michele, Nulty, Duncan David, Glover, Pauline and Knight, Sabina. (2016). OSCE best practice guidelines - Applicability for nursing simulations. Advances in Simulation. https://doi.org/10.1186/s41077-016-0014-1
Telling stories of excellence in university teaching: Developing a framework for exceptional teaching performance/practice
Ashford-Rowe, Kevin, Nulty, Duncan and Everett, Kristina. (2016). Telling stories of excellence in university teaching: Developing a framework for exceptional teaching performance/practice. Exploring freedom and control in global higher education: 2016 SRHE Annual Research Conference. United Kingdom: Society for Research into Higher Education. pp. 1 - 4
Defining and developing a framework for the peer observation of teaching
Drew, Steve, Christopher Klopper and Nulty, Duncan. (2015). Defining and developing a framework for the peer observation of teaching. In In Christopher Klopper and Drew, Steve (Ed.). Teaching for learning and learning for teaching pp. 13-34 Sense Publishers. https://doi.org/10.1007/978-94-6300-289-9_2
Application of best practice guidelines for OSCEs - An Australian evaluation of their feasibility and value
Mitchell, Marion, Henderson, Amanda, Jeffrey, Carol, Nulty, Duncan, Groves, Michele, Kelly, Michelle, Knight, Sabina and Glover, Pauline. (2015). Application of best practice guidelines for OSCEs - An Australian evaluation of their feasibility and value. Nurse Education Today. 35(5), pp. 700 - 705. https://doi.org/10.1016/j.nedt.2015.01.007
Using an objective structured clinical examination for bachelor of midwifery students' preparation for practice
Mitchell, Marion, Jeffrey, Carol, Henderson, Amanda, Glover, Pauline, Nulty, Duncan David, Kelly, Michelle, Groves, Michele and Knight, Sabina. (2014). Using an objective structured clinical examination for bachelor of midwifery students' preparation for practice. Women and Birth. 27(2), pp. 108 - 113. https://doi.org/10.1016/j.wombi.2013.12.002
The value of best-practice guidelines for OSCEs in a postgraduate program in an Australian remote area setting
Jeffery, C. A., Mitchell, Marion L., Henderson, Amanda, Lenthall, S., Knight, Sabina, Glover, Pauline, Kelly, Michelle, Nulty, Duncan and Groves, Michele. (2014). The value of best-practice guidelines for OSCEs in a postgraduate program in an Australian remote area setting. Rural and Remote Health. 14(3), pp. 1 - 5.
Best practice guidelines for use of OSCEs: Maximising value for student learning
Nulty, Duncan David, Mitchell, Marion L., Jeffrey, Carol and Henderson, Amanda. (2011). Best practice guidelines for use of OSCEs: Maximising value for student learning. Nurse Education Today. 31(2), pp. 145 - 151. https://doi.org/10.1016/j.nedt.2010.05.006
Peer and self-assessment in the first year of university
Nulty, Duncan. (2011). Peer and self-assessment in the first year of university. Assessment and Evaluation in Higher Education. 36(5), pp. 493 - 507. https://doi.org/10.1080/02602930903540983
Survive and thrive: Skills for your first year at university
Muller, Martina and Nulty, Duncan D.. (2011). Survive and thrive: Skills for your first year at university Palgrave Macmillan.
The objective structured clinical examination (OSCE): Optimising its value in the undergraduate nursing curriculum
Mitchell, Marion L., Henderson, Amanda, Dalton, Megan, Groves, Michele and Nulty, Duncan. (2009). The objective structured clinical examination (OSCE): Optimising its value in the undergraduate nursing curriculum. Nurse Education Today. 29(4), pp. 398 - 404. https://doi.org/10.1016/j.nedt.2008.10.007