How to maintain equity and objectivity in assessing the communication skills in a large group of student nurses during a long examination session, using the Objective Structured Clinical Examination (OSCE)
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- 作者：Annamaria Bagnascoa ; 1 ; Annamaria.bagnasco@unige.it" class="auth_mail" title="E-mail the corresponding author ; Angela Tolottia ; 2 ; angela.tolotti@unipv.it" class="auth_mail" title="E-mail the corresponding author ; Nicola Pagnuccib ; 3 ; nicola.pagnucci@for.unipi.it" class="auth_mail" title="E-mail the corresponding author ; Giancarlo Torrec ; 4 ; gctorre@unige.it" class="auth_mail" title="E-mail the corresponding author ; Fiona Timminsd ; Fiona.Timmins@tcd.ie" class="auth_mail" title="E-mail the corresponding author ; Giuseppe Aleoa ; 2 ; giuseppe.aleo@edu.unige.it" class="auth_mail" title="E-mail the corresponding author ; Loredana Sassoa ; 1 ; l.sasso@unige.it" class="auth_mail" title="E-mail the corresponding author
- 关键词：OSCE ; Communication skills ; Inter-rater evaluation ; Educational measurement ; Role-play ; Patient simulation ; Reproducibility of results
- 刊名：Nurse Education Today
- 出版年：2016
- 出版时间：March 2016
- 年：2016
- 卷：38
- 期：Complete
- 页码：54-60
- 全文大小：433 K
文摘
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While OSCE development, testing, and innovation are common in the literature, studies from the USA, Australia, and the UK predominate.
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Little is known about OSCE use in European countries such as Italy, where other than Palese et al.'s (2012) analysis of its cost, there is little reporting about OSCE.
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This has important implications for nurse education and practice as the extent to which OSCE approaches are culturally sensitive or reliable across cultures is not clear.
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This paper is the first reporting an Italian OSCE initiative, which evaluated the equity and objectivity of the OSCE method of assessing clinical learning in one university.