Using a station within an objective structured clinical examination to assess interprofessional competence performance among undergraduate nursing students. Nurse Education in Practice.

  1. Juan Luis González-Pascual 1
  2. Inmaculada López-Martín 1
  3. Elena María Saiz-Navarro 12
  4. Óscar Oliva-Fernández 13
  5. Francisco Javier Acebedo-Esteban 14
  6. Marta Rodríguez-García 1
  1. 1 Universidad Europea de Madrid, Faculty of Biomedical and Health Sciences, Department of Nursing, Spain
  2. 2 Hospital Universitario 12 de Octubre
    info

    Hospital Universitario 12 de Octubre

    Madrid, España

    ROR https://ror.org/00qyh5r35

  3. 3 Hospital General de Villalba
    info

    Hospital General de Villalba

    Collado Villalba, España

  4. 4 Emergency Prehospital Service, SAMUR-PC, Madrid, Spain
Mostrar afiliaciones +
Revista:
ELSEVIER

Año de publicación: 2021

Volumen: 56

Tipo: Artículo

GOOGLE SCHOLAR lock_openAcceso abierto editor

Resumen

Aim/ObjectiveTo describe and analyse the use of a station within an OSCE to assess interprofessional competence performance in undergraduate nursing students.The specific objectives were:- To measure the students' level of competence performance in relation to the interprofessional competences Roles and Responsibilities, Communication and Teamwork.- To determine inter-observer concordance in the assessment of the interprofessional competences.BackgroundTeamwork competencies are key to improving patient safety and avoiding medical errors. Today, healthcare professionals work in interdisciplinary teams. To foster a culture of safety, some of the measures that can be taken at the individual, team and organisational levels include fostering clear communication among team members, knowledge of respective roles and functions, and deepening team functioning through respect and trust in judgement and capabilities. The World Health Organization recommends starting to develop these competencies in university studies, through interprofessional education. There are numerous programmes in universities all over the world, but more research is needed on the assessment of interprofessional education activities, preferably through objective methods. Competency performance can be assessed by an external evaluator, in a simulated environment, with the Objective Structured Clinical Examination, which is widely used in nursing.DesignCross-sectional study.Methods63 second-year nursing undergraduate students completed an interprofessional competencies station within an 8-station OSCE. Communication, Roles and Responsibility and Teamwork competences were assessed. The Interprofessional Collaborator Assessment Rubric (ICAR) was used as a model to assess the performance of students. Inter-observer concordance analysis was performed using the kappa coefficient and the concordance rate.Results92.1% of students reached a good level in communication competence, 88.9% in roles and responsibility competence, and 55.6% in teamwork competence. The global concordance rate was 83.8%, and the kappa coefficient was 0.67.ConclusionsMost students have demonstrated interprofessional competence performance at a good level. However, the inter-observer concordance obtained for some of the items was not as expected.The assessment of interprofessional competencies, as it deals mainly with relational and communicative aspects, requires greater preparation both in terms of the specification of assessment items and in agreement between examiners.

€ Ver financiación

Información de financiación

This work was supported by the Europea de Madrid University under Grant 2018/UEM38. 1750 euros

Financiadores

Referencias bibliográficas

  • W. Setyonugroho et al. Calibration of communication skills items in OSCE checklists according to the MAAS-Global Patient Educ. Couns. (2016)
  • L.I.M. Pernar et al. Using an objective structured clinical examination to test adherence to Joint Commission National Patient Safety Goal-Associated Behaviors Jt. Comm. J. Qual. Patient Saf. (2012)
  • G.J. Gianoli Medical error epidemic hysteria Am. J. Med. (2016)
  • A. Garg et al. The Skin Cancer Objective Structured Clinical Examination (SCOSCE): a multi-institutional collaboration to develop and validate a clinical skills assessment for melanoma J. Am. Acad. Dermatol. (2015)
  • J.L. Falcone et al. Using elements from an acute abdominal pain Objective Structured Clinical Examination (OSCE) leads to more standardized grading in the surgical clerkship for third-year medical students J. Surg. Educ. (2011)
  • L. Cullen et al. Strategies for interprofessional education: the Interprofessional Team Objective Structured Clinical Examination for midwifery and medical students Nurse Educ. Today (2003)
  • C. Castro-Yuste et al. A student assessment tool for standardized patient simulations (SAT-SPS): psychometric analysis Nurse Educ. Today (2018)
  • G. Bandiera et al. The CanMEDS Assessment Tools Handbook: An Introductory Guide to Assessment Methods for the CanMEDS Competencies (2006)
  • Barr, H. 2015. Interprofessional Education. The Genesis of a Global Movement, CAIPE,... M.J. Battistone et al. Validity evidence for two objective structured clinical examination stations to evaluate core skills of the shoulder and knee assessment BMC Med. Educ. (2017)
  • D.M. Billings et al. Teaching in Nursing: A Guide for Faculty (2020)
  • V. Brashers et al. Measuring the impact of clinically relevant interprofessional education on undergraduate medical and nursing student competencies: a longitudinal mixed methods approach J. Interprof. Care (2016)
  • Centre for the Advancement of Interprofessional Education (CAIPE) , 2016. Definition. 〈https://www.caipe.org/about-us〉... S. Chahine et al. In the minds of OSCE examiners: uncovering hidden assumptions Adv. Health Sci. Educ. (2016)
  • Curran, V., Hayward, M., Curtis, B., Murphy, S., 2013. Interprofessional Collaborator Assessment Rubric, Modified... M.S. Donaldson An overview of to err is human: re-emphasizing the message of patient safety
  • J.P. Ehlers et al. Analysis of six reviews on the quality of instruments for the evaluation of interprofessional education in German-speaking countries GMS J. Med. Educ. (2017)
  • L.R. Ginsburg et al. Development and testing of an objective structured clinical exam (OSCE) to assess socio-cultural dimensions of patient safety competency BMJ Qual. Saf. (2015)
  • H.S. Goh et al. The value of nursing objective structured clinical examinations: a scoping review Nurse Educ. (2020)
  • M. Gordon et al. Educational interventions to improve handover in health care: an updated systematic review Acad. Med. (2018)
  • M Gordon et al. Application of the team objective structured clinical encounter (TOSCE) for continuing professional development amongst postgraduate health professionals J Interprof Care (2013)
  • P. Hall et al. A method to enhance student teams in palliative care: piloting the McMaster-Ottawa Team Observed Structured Clinical Encounter J. Palliat. Med. (2011)
  • R.M. Harden et al. The Definitive Guide of the OSCE. The Objective Structured Clinical Examination as a Performance Assessment (2016)
  • R.D. Havyer et al. Addressing the interprofessional collaboration competencies of the Association of American Medical Colleges: a systematic review of assessment instruments in undergraduate medical education Acad. Med. (2016)
  • IBM Corp., 2015. IBM SPSS Statistics for Windows, Version 23.0. IBM Corp, Armonk,... To Err Is Human: Building a Safer Health System (2000)
  • R.M.U. Kaneko et al. Realistic health care simulation scenario: what is relevant for its design? Rev. da Esc. De. Enferm. da USP (2019)