| 英文摘要 |
Developed in 1975, the Objective Structured Clinical Examination (OSCE), was an examination that originally designed to evaluate medical students’ clinical competencies. It has been adapted and applied to other disciplines in health care such as nursing. This narrative review article briefly describes the historical developments of OSCE in nursing education as well as the current applications in the evaluations of nursing students. Several key elements for a successful implementation of the OSCE in nursing were identified which include a careful design of the OSCE and proper changes of students’ performances after the test. In the OSCE, several OSCE stations are designed in advance with a small scenario in each station to measure students’ responses, nursing or critical thinking skills, planning or patient instructions. For the OSCE to be successful, competencies should be tailored to meet with student’s expected level. When a new OSCE is designed, researchers recommend matching students’ competencies with their grade level and pre-test its accuracy before the exam day. In addition, for the OSCE results to be reliable, grading system, passing point, time frame allowed for the test, classroom arrangement, faculty and student ratio and standardized patient’s responses should be planned in advance.
In conclusion, the OSCE is a very important tool that is widely used in the evaluation of nursing students. However, it needs to be use with caution. Accuracy to the competency that was measured needs to be evaluated. We hope this article can provide some information for further development in nursing curricular. |
