- Title
- A best practice guideline for the management of the quality of objective structured clinical examinations at a multi-campus public college of nursing
- Creator
- Nyangeni, Thandolwakhe
- Subject
- Nursing assessment-- Management
- Subject
- Clinical Competence -- Management
- Date Issued
- 2021-04
- Date
- 2021-04
- Type
- Doctoral theses
- Type
- text
- Identifier
- http://hdl.handle.net/10948/51466
- Identifier
- vital:43281
- Description
- An Objective Structured Clinical Examination (OSCE) is a robust method of clinical assessment which, when properly planned and executed, results in a high quality and credible student assessment. However, concerns regarding its uniformity, fairness, objectivity and accuracy have been raised. Concerns regarding the management of the quality of OSCEs at a public College of Nursing in the Eastern Cape were raised by the College’s stakeholders. No best practice guideline had been developed regarding the management of the quality of OSCEs for this College. The aim of this study was therefore to develop a best practice guideline for the management of the quality of OSCEs at a public College of Nursing. The Transformative Pedagogy Theory proposed by Khedkar and Nair was used as a philosophical underpinning for this study. The Joanna Briggs Institute (JBI) model for evidence-based healthcare was used as a theoretical basis for this study. In Phase One, a qualitative, explorative, descriptive and contextual design was used to explore and describe the experiences of nurse educators regarding the management of the quality of OSCEs at a multi-campus public College of Nursing. Semi-structured individual interviews were used to collect data from fourteen (n=14) nurse educators. Thereafter, a qualitative document analysis of fifteen (n=15) external moderators’ reports was conducted to explore the information external moderators shared regarding the management of the quality of OSCEs at a multi-campus public College of Nursing. A document analysis checklist designed by the researcher was used to extract the data from external moderators’ reports. Tesch’s method of data analysis was utilised to analyse the data from the interviews while the data analysis process proposed by Dalglish, Khalid and McMahon was used to analyse the data from the external moderator’s reports. In Phase Two, an integrative literature review was conducted to search, select, extract, appraise and synthesise best practices regarding the management of the quality of OSCEs in health sciences education. The adapted integrative literature review steps, as proposed by de Souza, da Silva and de Carvalho, were utilised to guide this phase. Data of a total of thirteen (n=13) articles were extracted and synthesised. In Phase Three, the findings of Phase One and Phase Two were synthesised, as a basis for informing the development of a best practice guideline for the management of the quality of OSCEs. The National Institute for Health and Care (NICE) and the Appraisal of Guidelines for Research and Evaluation II (AGREE II) frameworks were used as a basis for developing the best practice guideline for the management of the quality of OSCEs at a multi-campus public College of Nursing. The draft best practice guideline was reviewed by eight (n=8) expert reviewers who were experienced in conducting OSCE’s and best practice guideline development. Lincoln and Guba’s principles—namely credibility, transferability, dependability and confirmability were applied to ensure the trustworthiness of the interview data. Wesley’s criteria- namely triangulation, thick description and audit trail were used to ensure the trustworthiness of the document analysis. The principles as stipulated in the Belmont Report were applied in order to ensure the ethical soundness of this study. Findings of the interviews and the document analysis in Phase One revealed that, while there are measures currently in place to facilitate quality in the management of OSCEs in this College of Nursing, there are gaps such as uncertainty in the assessment practices being used and resource constraints that hinder the overall quality of OSCEs. The participants indicated the need for the development of a best practice guideline for the management of the quality of OSCEs at this College. Findings from the integrative literature review in Phase Two revealed three themes, namely: apply quality measures in the preparation and planning phase of OSCEs; apply quality measures in the implementation phase of OSCEs; and apply quality measures in the evaluation phase of OSCEs. For Phase Three, the developed best practice guideline included three recommendations regarding the quality measures that should be applied in each of the three phases of OSCEs. It is recommended for the developed best practice guideline to be further refined, piloted and implemented to be used by nurse educators and other relevant stakeholders Once implemented, the guideline is expected to enhance the management of the quality of OSCEs at the multi-campus College of Nursing and, ultimately, nursing and patient outcomes through quality nursing education and assessment.
- Description
- Thesis (PhD) -- Faculty of Health Sciences, 2021
- Format
- computer
- Format
- online resource
- Format
- Format
- 1 online resource (xviii, 268 pages)
- Publisher
- Nelson Mandela University
- Publisher
- Faculty of Health Sciences
- Language
- English
- Rights
- rights holder
- Rights
- All Rights Reserved
- Rights
- Open Access
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Collections
NMU School of Clinical Care Sciences
| Thumbnail | File | Description | Size | Format | |||
|---|---|---|---|---|---|---|---|
| View Details Download | SOURCE1 | Nyangeni, T.pdf | 2 MB | Adobe Acrobat PDF | View Details Download |