Assessing preregistration nursing students' clinical competence: A systematic review of objective measures

International Journal of Nursing Practice - Tập 19 Số 2 - Trang 163-176 - 2013
Robyn Cant1, Lisa McKenna2,1, Simon Cooper3
1School of Nursing and Midwifery, Monash University, Clayton, Victoria, Australia
2Faculty of Medicine Nursing and Health Sciences, Monash University, Clayton, Victoria, Australia
3School of Nursing and Midwifery, Monash University, Berwick, Victoria, Australia

Tóm tắt

Nursing students are required to develop clinical knowledge, skills and attitudes for professional practice. However, objectivity and parity of students' clinical assessments has been questioned. In the last decade, more objective techniques have been developed, with increased use of Objective Structured Clinical Examinations. We reviewed objective clinical assessment measures used in preregistration nursing courses to determine utilization and the validity and reliability of assessment techniques. A systematic search was made of quantitative research publications between 2000 and May 2011, identifying 16 studies that were subsequently reviewed. The validity and reliability of studies varied, with six studies judged as high quality, using various methodologies. This paper describes methods of instrument development and reports on their application in preregistration nursing programs.

Từ khóa


Tài liệu tham khảo

Australian Nursing and Midwifery Council (ANMC), 2005, National Competency Standards for the Registered Nurse 2005

10.1016/j.nedt.2005.01.013

Oermann M, 2009, Clinical evaluation and grading practices in schools of nursing: national survey findings part II, Nursing Education Perspectives, 30, 352

10.1046/j.1365-2702.2002.00590.x

10.1016/j.nedt.2006.08.009

10.4102/curationis.v25i3.771

10.7748/ns2007.12.22.13.35.c6299

10.1111/j.1365-2648.2006.03810.x

10.1097/00001888-200302000-00021

10.1016/j.ajog.2008.05.002

10.1097/01.CCM.0000229877.45125.CC

10.1016/j.nedt.2009.06.014

10.1176/appi.ap.30.6.505

10.1002/9780470712184

10.1371/journal.pmed.1000097

Eldarir S, 2010, An introduction of OSCE versus traditional method in nursing education: Faculty capacity building and students' perspectives, Journal of American Science, 6, 1002

10.1016/j.nepr.2007.11.001

10.1016/j.profnurs.2005.12.005

10.7748/ns2008.01.22.20.35.c6316

10.1016/j.nepr.2010.07.004

10.1016/j.nedt.2005.03.010

10.3928/01484834-20090915-01

10.1016/S0020-7489(01)00028-1

Oermann MH, 2010, HeartCode BLS with voice assisted manikin for teaching nursing students: Preliminary results, Nursing Education Perspectives, 31, 303

10.3928/01484834-20070301-09

10.1186/1472-6920-10-24

10.1016/j.nedt.2011.04.006

10.2202/1548‐923X.1705

10.12968/bjon.2010.19.14.49049

10.1111/j.1365-2648.2010.05421.x

Critical Appraisal Skills Programme.10 Questions to Help You Make Sense of Randomised Controlled Trials; 12 Questions to Help You Make Sense of a Cohort Study; 11 Questions to Help You Make Sense of a Case Control Study. Oxford UK: Public Health Resource Unit 2006. Available from URL:http://www.phru.nhs.uk/Pages/PHD/CASP.htm. Accessed 12 April 2010.

Isaac S, 1997, Research and Evaluation

10.1186/1471-2288-3-25

10.1097/00000658-199512000-00007

Pallant J, 2005, SPSS Survival Manual: A Step by Step Guide to Data Analysis Using SPSS

10.1097/01.NNE.0000312185.43766.1e

Wallace P, 1997, Following the threads of an innovation: The history of standardized patients in medical education, Caduceus, 13, 5

10.1097/ACM.0b013e3181850990

Cooper S, 2009, Expert clinical examiner's decision processes in objective structured clinical examinations (OSCEs): Is intuition a valid and reliable decision strategy?, International Journal of Clinical Skills, 3, 140

10.1016/j.nedt.2008.10.007

Australian Learning and Teaching Council (ALTC).An implementation framework for OSCE; ‘best practice guidelines’ designed to improve nurse preparedness for practice.2010. Available from URL:http://www.altc.edu.au/project. Accessed 22 August 2011.