简易客观结构化临床考试在内科护理学阶段性考核中的应用
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摘要
目的探索简易客观结构化临床考试(OSCE)在本科护生内科护理学阶段性测试中的应用效果。方法以延安大学医学院2013级四年制护理本科班全部护生(52名)作为研究对象,在完成内科护理学第1、2章节授课内容后组织OSCE考试,对考试成绩进行分析,并通过问卷调查护生对OSCE考核模式的评价。结果 OSCE考核平均成绩为(68.87±9.752)分,平均难度0.69,平均区分度0.32。57%以上护生认为考试很紧张,并且个别站点时间设置不合理;大部分护生认为各考站基本上能反映考核目标要求;57%以上护生认为OSCE有助于改变今后学习方式,能将知识和技能转化为职业能力,值得推广。结论简易OSCE作为内科护理学阶段性测试的1种考核形式,能够发挥OSCE的教学反馈作用,改进和完善后可在其他课程中应用,以培养和锻炼护生的临床能力。
Objective To explore the effect of simplified objective structured clinical examination(OSCE) in periodic testing of medical nursing. Methods The OSCE was performed in 52 nursing students of grade 2013, who completed medical nursing chapter 1 and chapter 2, and quality analysis was conducted after examination. Nursing students were investigated about the evaluation of OSCE mode by questionnaire. Results The average score of 52 nursing students was(68.87±9.752), the average difficulty index of the paper was 0.69 and the average discrimination of the paper was0.32. More than 57% of nursing students who were nervous considered that the arrangement of certain examination stations were unreasonable; most of them considered that every examination station reflected the requirement of the testing target basically; More than 57% of them considered that the examination conduced to changing learning style in future,and transforming knowledge and skills into professional capability. Conclusion Simplified OSCE as a form of periodic testing can play a role in teaching feedback. It can be used in other courses by improving to cultivate the clinical ability of nursing students.
Objective To explore the effect of simplified objective structured clinical examination(OSCE) in periodic testing of medical nursing. Methods The OSCE was performed in 52 nursing students of grade 2013, who completed medical nursing chapter 1 and chapter 2, and quality analysis was conducted after examination. Nursing students were investigated about the evaluation of OSCE mode by questionnaire. Results The average score of 52 nursing students was(68.87±9.752), the average difficulty index of the paper was 0.69 and the average discrimination of the paper was0.32. More than 57% of nursing students who were nervous considered that the arrangement of certain examination stations were unreasonable; most of them considered that every examination station reflected the requirement of the testing target basically; More than 57% of them considered that the examination conduced to changing learning style in future,and transforming knowledge and skills into professional capability. Conclusion Simplified OSCE as a form of periodic testing can play a role in teaching feedback. It can be used in other courses by improving to cultivate the clinical ability of nursing students.
引文
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[17]胥冬梅.中医整体护理病历书写存在的问题及对策[J].中华现代护理杂志,2007,4(19):168-169.
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[19]张建梅,王金玲,徐金梅.客观结构化临床考试在护理本科毕业生实践技能考评中应用体会[J].护士进修杂志,2013,28(6):502-503.
[20]毛静芳,沈建新,刘经纬,等.专科护生出科考核客观结构化临床考试设计及效果评价[J].卫生职业教育,2011,29(17):85-87.
[2]徐建宁,汪国建,蔡华娟,等.形成性评价在急危重症护理学教学中的应用[J].护理研究,2013,27(8A):2396-2397.
[3]姜敏,护理本科生OSCE中护理标准化病例的设计与应用研究[D].太原:山西医科大学,2012.
[4]荆文华,陈学顺.客观结构化考试在护理临床能力培养与评价中的应用进展[J].医学研究生学报,2015,28(6):670-672.
[5]孟楠,王长青.学生标准化病人的培训与思考[J].南京医科大学学报:社会科学版,2012,50(6):227-229.
[6]邹扬.客观结构化临床技能考试(OSCE)中信度的相关研究[D].上海:复旦大学,2009.
[7]曲大鹏.高级智能模拟人系统在急诊临床教学中的应用研究[D].辽宁:大连医科大学,2010.
[8]韩军,刘影,吴金庭,等.OSCE在临床技能考核中的应用与研究[J].皖南医学院学报,2014,33(3):271-274.
[9]郝玉玲,刘凤,刘骙骙,等.护理本科毕业生客观结构化临床考评模式的实施效果及评价[J].解放军护理杂志,2013,30(2):1-5.
[10]阿依古丽·亚生,米合热依·阿不都卡迪尔,夏慧玲.护理专业师生对客观结构化临床考试的效能评价[J].护理研究,2015,29(6A):2020-2023.
[11]姚晖.PICC专科护士核心能力评价指标的构建及临床调查分析[D].上海:第二军医大学,2012.
[12]温韬雪,李彦,刘杰.简化客观结构化临床考试在ICU专科护士培训考核体系中的应用[J].全科护理,2015,22(8):8-10.
[13]史淑杰,尹作娟,隋树杰.某院校护理本科生客观结构化临床考试效果分析[J].护理研究,2012,26(1C):271-272.
[14]张亚民,周芸,郭晓晶,等.问诊技能在诊断学实践教学中的应用研究[J].基础医学教育,2013,15(6):610-612.
[15]徐腰武,张淑红.护理体检技能存在的缺陷及对策[J].现代中西医结合杂志,2008,17(23):3679-3680.
[16]隋树杰,郭晓霞,王美寒.护理本科生在客观结构化临床考试中出现的问题及原因分析[J].中华护理教育,2011,8(2):57-59.
[17]胥冬梅.中医整体护理病历书写存在的问题及对策[J].中华现代护理杂志,2007,4(19):168-169.
[18]吴建军.客观结构化临床考试(OSCE)在内科护理学教学评价中的应用[D].山东:青岛大学,2010.
[19]张建梅,王金玲,徐金梅.客观结构化临床考试在护理本科毕业生实践技能考评中应用体会[J].护士进修杂志,2013,28(6):502-503.
[20]毛静芳,沈建新,刘经纬,等.专科护生出科考核客观结构化临床考试设计及效果评价[J].卫生职业教育,2011,29(17):85-87.