The use and effect of OSCES in post-registration nurses: An integrative review

Amy Montgomery; Hui-Chen Rita Chang; Mu-Hsing Ho; Peter Smerdely; Victoria Traynor

doi:10.1016/j.nedt.2021.104845

The use and effect of OSCES in post-registration nurses: An integrative review

Nurse Educ Today. 2021 May:100:104845. doi: 10.1016/j.nedt.2021.104845. Epub 2021 Mar 5.

Authors

Amy Montgomery¹, Hui-Chen Rita Chang², Mu-Hsing Ho³, Peter Smerdely⁴, Victoria Traynor⁵

Affiliations

¹ School of Nursing, Faculty of Science, Medicine and Health, University of Wollongong, Australia; Illawarra Health and Medical Research Institute (IHMRI), Australia; Aged Care Department, St. George Hospital, NSW Health, Kogarah, Australia; St. George and Sutherland Clinical School, University of New South Wales, Australia.
² School of Nursing, Faculty of Science, Medicine and Health, University of Wollongong, Australia; Illawarra Health and Medical Research Institute (IHMRI), Australia. Electronic address: hchang@uow.edu.au.
³ School of Nursing, Faculty of Science, Medicine and Health, University of Wollongong, Australia; Department of Nursing, Taipei Medical University Hospital, Taipei, Taiwan.
⁴ School of Nursing, Faculty of Science, Medicine and Health, University of Wollongong, Australia; Aged Care Department, St. George Hospital, NSW Health, Kogarah, Australia; School of Public Health & Community Medicine, University of New South Wales, Australia.
⁵ School of Nursing, Faculty of Science, Medicine and Health, University of Wollongong, Australia; Illawarra Health and Medical Research Institute (IHMRI), Australia.

PMID: 33721715
DOI: 10.1016/j.nedt.2021.104845

Abstract

Background: Objective structured clinical examinations (OSCEs) have been used in the undergraduate medical setting since the 1970s, however little is known about its use and effectiveness in post-registration nurse education.

Objectives: The purpose of this review was to critically analyse studies using OSCEs in post-registration nurse education and to explore the use and effectiveness of OSCEs in this cohort.

Design: This review was conducted using the Whittemore and Knafl's framework for integrated reviews.

Data sources: Using the search terms OSCE OR OSCA OR objective structured clinical examination AND nursing NOT undergraduate, a comprehensive review was conducted using CINHAL and MEDLINE.

Methods: The initial search located 173 studies. After screening and checking eligibility 19 studies were critically appraised. The final number of studies included in this review was 16.

Results: Three themes were generated: (i) Application of OSCEs in post-registration level nursing (ii) OSCEs more than an exam: Learning enhancements and (iii) Participant perceived impact of OSCEs.

Conclusion: OSCEs for post-registration nurses have evolved from the original OSCE design and have been adapted to a wide range of clinical settings and specialities. OSCEs were recognized as a valuable learning and assessment tool across the world for post-registration nurses. OSCEs offered strengths in terms of learner satisfaction and increased self-efficacy for this cohort. There was limited evidence supporting the effects of OSCEs within post-registration nursing education in comparison with other educational tools. Further research is needed to explore whether the knowledge gained in OSCEs is translated into clinical practice and whether simulation-based education is more effective in achieving enhanced knowledge compared to traditional-based education. Future research is required using RCT methods to compare the impact of OSCE to traditional-based education.

Keywords: Education; Literature review; Nursing; OSCEs; Post-registration nursing.

Publication types

Review

MeSH terms

Clinical Competence
Educational Measurement
Humans
Learning*
Nurses*
Physical Examination
Students