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ERIC Number: ED568338
Record Type: Non-Journal
Publication Date: 2014
Pages: 187
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-3038-4294-8
ISSN: N/A
Exploration of Nursing Faculty Members' Lived Experiences of Objective Structured Clinical Examination (OSCE) in Undergraduate Nursing Education
Obizoba, Cordelia O.
ProQuest LLC, Ph.D. Dissertation, Capella University
The purpose of this phenomenological study was to gain an understanding of nursing faculty members' lived experiences of Objective Structured Clinical Examination (OSCE) in undergraduate nursing education. As owners of their programs' curriculum, nursing faculties are charged with the responsibility of providing needed knowledge, skills, and abilities that entry level graduates will need to deliver safe and effective patient-centered care. Hence, it became important to understand how nursing faculty members experienced an objective method of assessing students' clinical competencies as a means of providing a standardized and objective approach to clinical competencies evaluation. Descriptive phenomenology through the study's theory-driven conceptual framework was the research methodology used to explore the OSCE lived experiences of 10 undergraduate nursing faculty participants. The literature review on pertinent topics provided a narrow focus for this study. Data collection and analysis methods included semistructured interviews, observations, and the Colaizzi (1978) 7-step procedural descriptive phenomenological analysis framework, which revealed three main cluster of themes and subthemes: (a) program's OSCE practices with driving forces; (b) barriers of OSCE, which encompasses three sub themes of resource intensiveness, faculty requirements, and OSCE inherent issues; and (c) strategies for overcoming barriers of OSCE. Implications for nursing education, practice, and research based on the findings of this study included awareness of drawbacks of OSCE type evaluation as a challenge that should not negate its utilization. Furthermore, the results provided recommendations for improvement in strategies to programs utilizing or not utilizing the OSCE method of evaluation of skills competencies. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A