護理學校客觀結構式臨床測驗資源分析

李香君; 張媚; 周汎澔; 蔣宜倩; 朱宗藍; 蕭雅竹

doi:10.6386/CGN.202106_32(2).0001

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P1 - 13

医药卫生 > 预防保健与卫生学
医药卫生 > 社会医学

DOI： 10.6386/CGN

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护理学校客观结构式临床测验资源分析

Analysis of OSCE Resources in Nursing Schools

李香君(Hsiang-Chun Lee) ；张媚(Mei Chang Yeh) ；周泛澔(Fan-Hao Chou) ；蒋宜倩(Yi-Chien Chiang) ；朱宗蓝(Tsung-Lan Chu) ；萧雅竹(Ya-Chu Hsiao)

长庚护理； 32 卷 2 期 (2021 / 06 / 01) ， P1 - 13

繁体中文 DOI： 10.6386/CGN.202106_32(2).0001

客观结构式临床测验；护理；护理师国家考试； Objective structured clinical examination (OSCE) ； nursing ； National Registered Professional Nurses Examination

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摘要 │ 参考文献 (23) │ 国际计量

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Background: Objective Structured Clinical Examination (OSCE) is an evaluative tool that can compensate for the weaknesses of paper and pencil tests. In the nursing field in Taiwan, there has been considerable discussion regarding the possible use of OSCE in the National Registered Professional Nurses Examination. Purpose: The purpose of this study was to explore the current status of implementing of OSCE at nursing schools in Taiwan in order to establish for the further OSCE policy. Methods: A cross-sectional survey was conducted across nursing colleges in Taiwan from September to October in 2018. Participants completed a self-administered survey which consisted of six main parts, including facilities on site, model props, operation of the examinations, administrative resources, examiners, and standardized patients. Data were analyzed using SPSS 19.0 software. Results: A total of 37 administrators of the OSCE centers responded to the survey, which is a response rate of 88.1%. Around 89.2% (n = 33) of the schools have established OSCE centers, and the most common number of the examine rooms for OSCE is 12 rooms. Thirty-two schools have carried out the summative assessment, or high-stake OSCE, after the completion of all courses. The number of simultaneous examined stations for OSCE is mostly 10 stations. In terms of OSCE resources, the results showed that the facilities on site and the model props were given scores of 84.5 and 86.3 respectively. Other scores were as follows: 77.8 points for the successful operation of the examinations, 71.8 points for the school's administrative resources, 52.6 points for the preparedness of the examiner, and 28.6 points for the preparedness of the standardized patients. There was no statistically significant difference in each dimension of OSCE resources among general universities, universities of science and technology, and technical colleges, except facilities on site. Conclusions / Implications for Practice: The majority of the nursing schools had an OSCE center. Strengthening the lower-scoring categories, such as ＂examiner＂ and ＂standardized patient,＂ will improve the effectiveness of OSCE. Establishing standards for a certified OSCE center, conducting long-term research on utilization to improve the effectiveness of OSCE implementation so the results can further facilitate the role of OSCE in the National Registered Professional Nurses Examination.

参考文献 ( 23 ) 〈TOP〉

黄湘萍, H. P.,赵莉芬, L. F.,王瑜欣, Y. H.,刘英妹, Y. M.,倪丽芬, L. F.,简淑慧, S. W.(2017)。建构及检测护理客观结构式临床技能测验考题之信效度、监别度及难易度。护理杂志，64(6)，67-76。
连结：
护理人员法(2000)．89年11月8日总统华总一义字8900270320号令增订修正。 [Nursing Personnel Act (2000). Amended articles promulgated under Presidential Decree (89) Hua Tsung (1) Yi Tzu No. 8900270320 on November 8th, 2000]
Guraya, S. Y.,Alzobydi, A. H.,Salman, S.(2010).Objective structured clinical examination: Examiners’ bias and recommendations to improve its reliability.Journal of Medical Sciences,1(7),269-272.
Keiser, M. M.,Turkelson, C.(2017).Using students as standardized patients: Development, implementation, and evaluation of a standardized patient training program.Clinical Simulation in Nursing,13(7),321-330.
Kolivand, M.,Esfandyari, M.,Heydarpour, S.(2020).Examining validity and reliability of objective structured clinical examination for evaluation of clinical skills of midwifery undergraduate students: A descriptive study.BMC Medical Education,20(1),96.

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