Raising the Curtain on Objective Structured Clinical Examination Practices in Nursing: A Scoping Review.

The Journal of nursing education Pub Date : 2025-06-01 DOI:10.3928/01484834-20250130-02

Lina Kantar

{"title":"Raising the Curtain on Objective Structured Clinical Examination Practices in Nursing: A Scoping Review.","authors":"Lina Kantar","doi":"10.3928/01484834-20250130-02","DOIUrl":null,"url":null,"abstract":"Background: Amid calls to transform nursing curricula to competency-based education, assessments to capture the intricacy and complexity of practice remains inconsistent. The ubiquitous integration of the objective structured clinical examination (OSCE) in evaluation systems necessitated a consolidative review to determine practices that garner its effectiveness.Method: The review leaned on an extensive search of literature targeting nursing OSCEs between 2015 and 2024, guided by inclusion criteria. Of the 77 reviewed abstracts, only 16 primary studies met the criteria. Data were categorized into aims, designs, assessed competencies, psychometric properties, stakeholder preparation, implications, and recommendations.Results: The review converged on four OSCE principles: (1) design; (2) competencies; (3) psychometrics; and (4) stakeholder preparation. In-depth analysis unveiled the following OSCE practice themes: (a) deciding on the design; (b) deciding what to assess; (c) emulating clinical environment; and (d) safeguarding psychometrics.Conclusion: The derived OSCE practices can guide educators in their assessment practices to positively affect the educational process. [J Nurs Educ. 2025;64(6):356-364.].","PeriodicalId":94241,"journal":{"name":"The Journal of nursing education","volume":"64 6","pages":"356-364"},"PeriodicalIF":0.0000,"publicationDate":"2025-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"The Journal of nursing education","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.3928/01484834-20250130-02","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}

引用次数: 0

Abstract

Background: Amid calls to transform nursing curricula to competency-based education, assessments to capture the intricacy and complexity of practice remains inconsistent. The ubiquitous integration of the objective structured clinical examination (OSCE) in evaluation systems necessitated a consolidative review to determine practices that garner its effectiveness.

Method: The review leaned on an extensive search of literature targeting nursing OSCEs between 2015 and 2024, guided by inclusion criteria. Of the 77 reviewed abstracts, only 16 primary studies met the criteria. Data were categorized into aims, designs, assessed competencies, psychometric properties, stakeholder preparation, implications, and recommendations.

Results: The review converged on four OSCE principles: (1) design; (2) competencies; (3) psychometrics; and (4) stakeholder preparation. In-depth analysis unveiled the following OSCE practice themes: (a) deciding on the design; (b) deciding what to assess; (c) emulating clinical environment; and (d) safeguarding psychometrics.

Conclusion: The derived OSCE practices can guide educators in their assessment practices to positively affect the educational process. [J Nurs Educ. 2025;64(6):356-364.].

查看原文本刊更多论文

掀起护理中客观结构化临床检查实践的帷幕：一项范围综述。

背景：在呼吁将护理课程转变为基于能力的教育中，评估以捕捉实践的复杂性和复杂性仍然不一致。客观结构化临床检查（OSCE）在评估系统中无处不在的整合需要一个综合审查来确定获得其有效性的实践。方法：以纳入标准为指导，广泛检索2015 - 2024年护理oses的文献。在77篇综述摘要中，只有16篇初步研究符合标准。数据分为目标、设计、评估能力、心理测量特性、利益相关者准备、影响和建议。结果：审查集中在欧安组织的四个原则：(1)设计；(2)能力;(3)心理测验学;(4)利益相关者准备。深入分析揭示了欧安组织的以下实践主题：(a)决定设计；(b)决定评估的内容；(c)模拟临床环境；(d)维护心理测量学。结论：推导出的OSCE实践可以指导教育者进行评估实践，对教育过程产生积极的影响。[J].中国生物医学工程学报，2015;32(6):356-364。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

求助全文

约1分钟内获得全文求助全文

来源期刊

The Journal of nursing education

自引率

0.00%

发文量