Objective Structured Clinical Examination

Toolkit and Guidefor Administrators of IEN Programs

November 2013

Internationally Educated Nurses Series

Funded byProject Team

Patricia Marten-Daniel RN, BScN, MN

Project Team Chair, George Brown College

Henk Demeris, PhD

George Brown College

Carolyn Dempsey, RN, MScN, CHPCN (C)

George Brown College

Mary Jane Burrows, BScN

Algonquin College

Janice Elliott, RN, MScN

Fanshawe College

Nancy Brown-Fellows, RTNM, BAppSc, MA

Mohawk College

Internationally Educated Nurses Series

Objective Structured Clinical Examination

Toolkit and Guidefor Administrators of IEN Programs

November 2013

Suggested Citation

Marten-Daniel, P., Demeris, H., Dempsey, C., Brown-Fellows, N., Burrows, M.J.,

Elliott, J. (2013). Objective structured clinical examination toolkit and guide for

administrators of IEN programs. George Brown College, Toronto, ON.

Sources Cited in this Document

All sources of information and data, whether quoted directly or paraphrased, are cited

in this document. Any errors and omissions called to our attention will be corrected in

future printings.

More Information

For further information, visit George Brown College website at

coned.georgebrown.ca/nursing/ien-toolkits

Introduction ............................................................................................................................... 1What is an Objective Structured Clinical Examination? ............................................................. 1When is an OSCE used? ........................................................................................................ 2Strengths and Challenges of an OSCE ..................................................................................... 2Purpose of this Toolkit and Guide ............................................................................................ 3

Literature Review ....................................................................................................................... 5

OSCE Station Development Process............................................................................................. 9Blueprinting......................................................................................................................... 10OSCE Station Development and Validation ............................................................................ 10Grading ............................................................................................................................. 12Development of ‘Performance Reports’ for Candidates not meeting expectations ...................... 12Examiner Training ............................................................................................................... 13Standardized Patient Training ............................................................................................... 13

Glossary ................................................................................................................................. 15

References ............................................................................................................................... 17Other Useful Resources ........................................................................................................ 18

Appendix A: Guide & Tools for Examiners ................................................................................ 21Orientation to an OSCE ...................................................................................................... 21Role and Conduct of an Examiner ......................................................................................... 23OSCE Evaluation Process ..................................................................................................... 29References for Appendix A ................................................................................................... 36

Appendix B: Guide & Tools for Standardized Patients ................................................................ 39Orientation to an OSCE ...................................................................................................... 39Roles and Responsibilities of a Standardized Patient .............................................................. 40References for Appendix B ................................................................................................... 43

Appendix C: Guide & Tools for Candidates ............................................................................... 45Orientation to an OSCE ...................................................................................................... 45OSCE Process and Evaluation ............................................................................................... 47Preparing for an OSCE ........................................................................................................ 54References for Appendix C ................................................................................................... 57

Table of Contents

List of Samples

Appendix A for the Examiner:

Sample 1: End of Day OSCE Feedback Report .................................................................. 25

Sample 2: Checklist Marking Sheet ................................................................................... 31

Sample 3: Global Rating Marking Sheet ............................................................................ 35

Appendix C for the Candidate:

Sample 4: Candidate Confidentiality Agreement ................................................................ 49

Sample 5: Personal Reflection Form .................................................................................. 51

Sample 6: Self-Reflection Survey ....................................................................................... 52

1

Objective Structured Clinical Examination Toolkit and Guide

There is growing recognition of a global shortage

of healthcare professionals in all disciplines.

Governments and the health services sector have

developed initiatives to address this health human

resource shortage, including the encouragement

of health professionals to immigrate to Canada.

This strategy, to attract internationally trained

healthcare professionals including internationally

educated nurses (IENs), has proven to be

successful. The number of IENs who are joining the

ranks of nurses in Canada has been growing over

the last several years (Lowe et al., 2012; Tregunno,

Campbell, Allen, & de Sousa, 2007). The Canadian

Institute for Health Information (2012) reported

that in 2010 the number of registered nurses, who

graduated from an international nursing program,

employed in Canada was 8.6%, with Ontario’s

concentration of internationally trained graduates

being 12.1%.

Internationally educated nurses have workforce

profiles that differ from one another and also

from Ontario educated nurses because they come

from countries with diverse cultures and nursing

traditions (Baumann & Blythe, 2008). To integrate

IENs into the nursing workforce, both socially and

professionally, without jeopardizing the integrity

of the profession or patient safety, many IENs

require varying degrees of bridging education.

Like nurses educated in Canada, IENs must submit

an application and supporting documents to the

College of Nurses of Ontario (CNO) for assessment.

If the CNO determines that the IEN program

Introduction

does not meet the nursing knowledge, skill and

judgement equal to that of a recent graduate of

an Ontario baccalaureate nursing program, the

CNO will issue a Letter of Direction to indicate

additional education that must be undertaken

before they are eligible to write the registered

nurse examinations. Bridging/upgrading programs

are available through colleges and universities in a

variety of formats, including daytime and evening

classes and distance education to facilitate

transition-to-work.

This guideline is one of many in a series that

describes a resource strategy to help IENs to

bridge gaps in education and experience for the

national registration examination.

What is an Object ive Structured Cl inical Examinat ion?An Objective Structured Clinical Examination

(OSCE) is an assessment instrument used

to examine a Candidate’s clinical skills and

knowledge competencies. An OSCE involves a set

of timed activity stations where a nurse Candidate

must perform simulated professional tasks with

a Standardized Patient in the presence of an

Examiner.

Introduct ion

2 Introduction

When is an OSCE used?An IEN must apply to register as an RN with

the CNO. The CNO assesses the application to

determine if the applicant’s education background

meets program requirements (nursing knowledge,

skill and judgment equal to that of a recent

graduate of an Ontario baccalaureate nursing

program). If the College has determined that

the IEN program does not meet the program

requirements, the College will instruct the

applicant to undergo an OSCE evaluation.

The (OSCE) results will determine whether the

applicant has demonstrated entry-to-practice

competencies in order to meet the program

requirement (College of Nurses, 2013).

Particular to this Toolkit, an OSCE is used to

objectively assess whether an IEN has the skill,

knowledge, and judgment equal to that of a

recent graduate of an Ontario baccalaureate

nursing program.

1. Although most of the OSCE Stations that are included on the CD involve a “Standardized Patient”, some OSCE Stations require an Interprofessional team member, or a family member. For the purposes of this toolkit, the term “Standardized Patient” is used within, but could be replaced by other interprofessional health care professional roles or family member roles depending on the OSCE Station and scenario.

The features of an OSCE include:

◗ There are many stations

◗ The time at each station is short

◗ The stations are highly focused and have very

specific Candidate instructions

◗ The stations are geared to examine skills,

knowledge and judgment

◗ Each station has a predetermined, structured

marking scheme

◗ The activities at each station have adequate

psychometric qualities.

Strengths and Chal lenges of an OSCEThe strengths of an OSCE include:

◗ ensures equity, as all Candidates are presented

with the same examination containing an

objective specification of content

◗ measures clinical competence cross-sectionally

using standardized means

◗ focuses on observable behaviours using a

wide sample of activities

◗ allows the assessment of complex

competencies without endangering the

client by mapping to the College of Nurses

of Ontario’s National Competencies in the

Context of Entry-Level Registered Nurse

Practice (College of Nurses of Ontario, 2008)

◗ ensures an adequate sampling of activities

from across many subject areas

◗ permits feedback by using structured

interaction between the Examiner and the

Candidate.

The administrative challenges of an OSCE include:

◗ difficult to develop and administer

◗ labour intensive

◗ costly

◗ requires a trained Standardized Patient1 and

Examiner

◗ requires that Candidates are oriented to the

OSCE format.

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Objective Structured Clinical Examination Toolkit and Guide

Document at a Glance

Part 1: Chapters

Introduction

Literature Review

OSCE Development Process

Glossary

References

Part 2: Appendices

A: Guide & Tools for Examiners

B: Guide & Tools for Standardized Patients

C: Guide & Tools for Candidates

Resource CD

23 Sample OSCE Station Packages and

additional station resources.

Introduction

Purpose of this Toolki t and GuideThe purpose of this Toolkit and Guide is to help

inform administrators and program managers

offering OSCEs to IENs.

The toolkit was prepared and reviewed by

members representing several Ontario colleges

who have experience in various educational roles

and in working with IENs.

The toolkit is divided into two parts. The first

part is comprised of five chapters and offers an

introduction, a look at the literature related to the

evolution and current use of OSCEs, a summary of

the development process, a glossary of terms, and

a list of references.

The second part of this toolkit contains three

appendices geared to providing guidance to

the Examiner, the Standardized Patient, and the

Candidate. There you will find sample resource

materials such as forms, marking sheets and

surveys.

The toolkit also includes a Resource CD, which

contains 23 Sample OSCE Station Packages. The

files are provided in MS Word (.docx) format

so that the files can be adapted to best suit the

needs of the end-user or institution. There are

also several photos available on the CD that are

used as ‘props’ for some OSCE Stations. The OSCE

Station Packages clearly list these additional

station resources and when to use them.

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Objective Structured Clinical Examination Toolkit and Guide

L i terature Review

Literature Review

“Nurses and other health care professionals are

under increased scrutiny to provide safe, effective

care” (Fowler Durham & Alden, 2008, p. 1).

Each year many IENs arrive in Ontario. However,

their “workforce profiles differ from one another

and from Ontario educated nurses” (Blythe &

Baumann, 2008, p. 9). Although most IENs have

work experience prior to migrating, the College

of Nurses of Ontario (CNO, 2013) evaluates all

international nurse applicants to determine if

their knowledge, skill and judgment is equal

to that of a recent graduate of an Ontario

baccalaureate nursing program. An IEN who does

not meet the program requirements will be asked

to complete an OSCE before the College can

proceed with his/her application.

The Objective Structured Clinical Examination

was initially pioneered by Harden, Stevenson,

Wilson Downie and Wilson (1975) to assess the

basic clinical skills of medical students. Historically,

the assessment of clinical skills involved direct

observation by experts of trainees. The model was

based on the traditional apprenticeship model

where knowledge and skills were passed down

from the master to the apprentice (Boursicot et

al., 2011). In 1979, Harden and Gleeson (as cited in

Bartfay, Rombough, Howse, & LeBlanc, 2004)

proposed structured multi-station examinations

to objectively assess students. Harden (as cited

in Nulty, Mitchell, Jeffrey, Henderson, & Groves,

2011, p. 145) defined OSCEs as “an approach to

the assessment of clinical competence in which the

components of competence are assessed in a well-

planned or structured way with attention being

paid to objectivity”. The OSCE is a performance-

based assessment and an established assessment

tool to evaluate what a person actually does in

clinical practice (Boursicot et al., 2011; Eldarir

et al., 2010; Walsh, Hill Bailey, & Koren, 2009)

or shows how on Miller’s pyramid of clinical

competency (Miller, 1990).

Although most IENs have work experience prior to migrating... an IEN who does not meet the program requirements will be asked to complete an OSCE before the College can proceed with his/her application.

6 Literature Review

OSCEs have acceptable psychometric properties,

including: good inter-rater reliability, good

generalizability, strong content, as well as

construct validity and concurrent validity. It should

be noted that there is a positive correlation

between the number of OSCE Stations and

reliability and content validity: as the number

of stations increase so does the reliability and

content validity. In addition to the psychometric

properties, OSCEs reduce Examiner bias and

improve parity of the assessment process for all

students (Bartfay et al., 2004; Rushforth, 2007).

Assessments of performance can be divided into

two categories: 1) assessment of performance

‘in vitro’, where the simulated assessment takes

place in a training ward at a tertiary educational

institution; and 2) assessment of performance

‘in vivo’, where the assessment takes place in

real conditions in a hospital ward (Mårtensson

& Löfmark, 2013, Feb 7). The assessment can

be formative or summative, where formative

assessment is a process for learning and

summative assessment is a process of learning.

“Formative assessment identifies deficiencies

and motivates remediation, while summative

assessment pinpoints outstanding or sub-optimal

ability in particular areas” (Casey et al., 2009,

p. 31). Summative assessments are examinations

that participants must pass, in order to progress in

their career.

OSCEs are now an established part of clinical assessment in nursing.

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Objective Structured Clinical Examination Toolkit and Guide

Given that OSCEs are now an established part

of clinical assessment in nursing, what makes a

‘good’ OSCE?

◗ Blueprinting: the test content is mapped across

the National Competencies in the Context of

Entry-Level Registered Nurse Practice (College

of Nurses of Ontario, 2008).

◗ Station development and validation: the

stations are developed and validated based on

the Blueprint.

◗ Examiner training: the Examiners are

prepared for their role and responsibilities to

ensure consistency, reduce bias and improve

reliability.

◗ Standardized Patient training: scripts are

developed and roles are described to ensure

consistent performance.

◗ Organization/Administration: detailed plans

and guides are developed for Candidates,

Standardized Patients, and Examiners.

Literature Review

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Objective Structured Clinical Examination Toolkit and Guide

OSCE Stat ion Development Process

Delivering Objective Structured Clinical

Examinations involve the participation of

Candidates, Examiners and Standardized

Patients, each having a particular role and set

of responsibilities. A standard OSCE requires a

nurse Candidate to rotate through a specified

number of time-limited stations of simulated

professional tasks. An Examiner is present at each

station to observe and evaluate each Candidate’s

performance. A structured marking scheme is

determined in advance, which usually includes

checklists and/or rating scales and a global rating

to be completed by an Examiner.

There are three key phases that occur from the

time the OSCE Station is blueprinted to the time

a station is put into use. Figure 1 illustrates the

sequential OSCE development phases.

An OSCE involves the participation of Candidates, Examiners and Standardized Patients, each having a particular role and set of responsibilities.

Figure 1: Phases of OSCE Station Development

PHASE 1

STATION BLUEPRINTING

PHASE 2

CONTENT DEVELOPMENTAND VALIDATION

PHASE 3

IMPLEMENTATION

OSCE Station Development ProcessOSCE Station Development Process

10

Blueprint ingBlueprinting is a process by which the skills and

knowledge competencies to be examined within

the stations that make up an OSCE are mapped

to the National Competencies in the Context of

Entry-Level Registered Nurse Practice (College

of Nurses of Ontario, 2008). The blueprint is

frequently developed by a “panel of experts” as

it is a critical step in ensuring the validity of the

content of the OSCE. The blueprint is the template

that guides the development of the OSCE Stations

to confirm that the tasks are relevant to the

nursing practice. An iterative and consensual

approach is used to identify the core competencies

to be assessed.

OSCE Stat ion Development and Val idat ionThe focus of an OSCE Station is on the Scenario,

however, first the purpose of the station must

be defined. The purpose statement guides the

development of the Scenario description and the

Assessment Methods.

Secondly, the Scenario and Instructions for

the Candidate, Examiner and Standardized

Patient need to be developed (See appendices

A, B and C). The instructions to the Candidate

should be specific while those developed for the

Standardized Patient must be detailed enough

so that he/she can role play the patient by

answering the nurse’s questions, and simulating

the responses required of the scenario. Since

Examiners play a vital role in the OSCE process,

their instructions must be clear and specific to

ensure a clear and reliable assessment process.

The blueprint is the template that guides the development of the OSCE Stations to confirm that the tasks are relevant to the nursing practice.

OSCE Station Development Process

The third step is to develop the assessment

methods such as the Checklist with Red Flag

criteria and a Global Rating. (Refer to the ”OSCE

Evaluation Process” found in Appendix A for a

description of these assessment methods and

several examples). A red flag criterion is an action

or omission by the Candidate which could have

a serious or life-threatening consequence for the

patient (College of Registered Nurses of British

Columbia, 2013). The literature on assessment in

OSCEs suggests that an OSCE is successful when

both Checklists and Global Rating methods have

been used successfully.

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Objective Structured Clinical Examination Toolkit and Guide

OSCE Station Development Process

Figure 2: OSCE Development and Validation Process

Implement OSCE Stations

Piloting PhasePilots the station and evaluation instruments with IEN candidates.

Project TeamBlueprints the OSCE Stations to the

National Competencies and takes into consideration: learner characteristics, intended outcomes and evaluations.

Development TeamDevelops scenarios, candidate instructions,

standardized patient scripts, examiner questions and evaluation tools. Identifies

any additional resources that will be supplied to the candidate.

RevisionsRevises and/or redesigns scenarios and instructions as required by the Clinical

Experts Team.

Clinical Experts TeamValidates the scenario and the evaluation

scheme.

A “Development Team” comprised of subject

matter experts usually develops the individual

stations. The stations are then reviewed and

refined by the “Development Team” and “Clinical

Experts Team” who have teaching and clinical

expertise. Once the OSCE Station and its content

and evaluation instruments are developed, the

OSCE is pilot tested. Revisions are made based on

piloting outcomes, and then the OSCE Station(s)

are finalized.

Figure 2 illustrates the steps in the OSCE

development and validation process.

Great care must be taken during the planning,

development and administrative phases to ensure

that the OSCE Stations have a reasonable level of

validity, reliability and objectivity.

12 OSCE Station Development Process

Grading“Standardization” is the process of reaching

consensus on the marking criteria. Numerous

Likert-type scales are being used for both the

Checklists and Global Rating. The Development

Team of this OSCE Toolkit reached consensus to

use the following rating designations in these

assessment methods: the Candidate ‘Meets

Expectations’, ‘Partially Meets Expectations’

and ‘Does Not Meet Expectations’. Figure 3

describes the characteristics of a ‘Partially Meets

Expectations’ applicant.

Development of ‘Per formance Repor ts’ for Candidates not meet ing expectat ions An important component of formative assessment

is to provide feedback to the Candidate. The

reports assist the Candidates who do not meet

expectations to recognize and address their

weaknesses. The results of the structured clinical

examination should be based on the Candidate’s

overall performance across all OSCE Stations

as well as on the ratings achieved at individual

stations.

Refer to Appendix A for the “Sample 1: End of

Day OSCE Feedback Report”.

Figure 3: Characteristics of a ‘Partially Meets Expectations’ Candidate

Characteristics

– Has limited attention to detail – Uses a disorganized approach – Lacks awareness of findings – Poorly articulates when required to provide

information – Demonstrates limited engagement and

reception of cues – Demonstrates reduced professional

presentation – Main emphasis is on performing skill with

some concern for patient

Adapted from “Developing and examining an objective structured clinical examination”, by A. Jones, A. Pegram and C. Fordham-Clarke, 2010, Nurse Education Today, 30, p. 137-141.

13

Objective Structured Clinical Examination Toolkit and Guide

OSCE Station Development Process

Examiner TrainingThe assessment of clinical competence is a critical

task that requires the Examiner to objectively

assess the performance of the nursing Candidates.

Although the structured Examiner marking

sheets enable consistency in marking, the careful

preparation of all Examiners is crucial. Adherence

to Examiner guidelines is essential to ensure that

the Examiner’s own values and beliefs do not

influence marking. Guidelines provide instructions

about the process of examining and the behaviour

of Examiners during the OSCE. Examiner

training workshops are recommended as a way

to introduce future Examiners to the complex

nature of assessment exploring the ‘why’, ‘who’,

‘what’, ‘where’ and ‘how’ aspects of competency

assessment using OSCEs. For more details about

Examiner Training, refer to Appendix A: Guide &

Tools for Examiners.

Standardized Pat ient TrainingStandardized Patients are healthy individuals

who are trained to simulate real patients in a

realistic and reliable manner. They are carefully

selected to match the characteristics of the patient

(The University of British Columbia - Faculty of

Medicine, n.d.). Guidelines provide Standardized

Patients with the instructions and processes to

be adhered to during the OSCE. For more details

about Standardized Patient Training, refer to

Appendix B: Guide & Tools for Standardized

Patients.

Standardized Patients are healthy individuals who are thoroughly trained to simulate real patients in a realistic and reliable manner.

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Objective Structured Clinical Examination Toolkit and Guide

Glossary

Glossar y

Blueprinting A process by which the skills and knowledge to be examined within the stations

are mapped to competencies of the National Competencies in the Context of

Entry-Level Registered Nurse Practice (College of Nurses of Ontario, 2008).

Competence A measure of what nurses can do in a controlled environment representing a

sample of nursing practice.

Examiners Clinical experts who observe and score the performance of the Candidates.

Feasibility A consideration for number of participants to be assessed, the number of staff,

and the availability of Standardized Patients; space, time and budget.

Generalizability The ability to generalize from sample to population.

Objectivity A reliance on the standardization of the task and the assessment instruments;

the extent that two or more independent Examiners arrive at similar judgments

or conclusions.

Performance A measure of what nurses can do in their workplace.

Standardized

Patient (SP)

Actors who have been specially trained to portray patients with specific medical

conditions or drug-related problems.

Validity The degree to which an instrument measures what it is intended to measure.

Reliability The degree to which scores obtained on one administration of the

assessment instrument would be consistent with those obtained on a second

administration, using the same or similar group.

Content validity The degree to which the OSCE covers the area of competence in question.

Construct validity The degree to which an assessment instrument measures the construct under

investigation.

Concurrent validity The evaluation of performance of a task by the OSCE as compared to the

evaluation of the same task by the best existing external criterion that is

available.

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Objective Structured Clinical Examination Toolkit and Guide

References

References

Bartfay, W., Rombough, R., Howse, E., & LeBlanc, R. (2004). The OSCE approach in nursing education: Objective structured clinical examinations can be effective vehicles for nursing education and practice by promoting the mastery of clinical skills and decision-making in controlled and safe learning environments. The Canadian Nurse, 100(3), 18-23.

Blythe, J., & Baumann, A. (2008). Supply of internationally educated nurses in Ontario: Recent developments and future scenarios. Retrieved from http://www.nhsru.com/wp-content/uploads/2010/11/Series-9-Internationally-Educated-Nurses-in-Ontario-03-24-081.pdf

Boursicot, K., Etheridge, L., Setna, Z., Sturrock, A., Ker, J., & Smee, S. (2011). Performance in assessment: Consensus statement and recommendations from the Ottawa conference. Medical Teacher, 33, 370–383.

Canadian Institute for Health Information. (2012). Regulated nurses: Canadian trends 2006 to 2010. Retrieved from https://secure.cihi.ca/free_products/RegulatedNursesCanadianTrends2006-2010_EN.pdf

Casey, P., Goepfert, A., Espey, E., Hammoud, M., Kaczmarczyk, J., Katz, N.… Peskin, E. (2009). To the point: Reviews in medical education - the Objective Structured Clinical Examination. American Journal of Obstetrics & Gynecology. doi: 10.1016/j.ajog.2008.09.878

College of Nurses of Ontario. (2008). National competencies in the context of entry-level registered nurse practice. Retrieved from http://www.cno.org/Global/docs/reg/41037_EntryToPracitic_final.pdf

College of Nurses of Ontario. (2013). Objective Structured Clinical Examination (OSCE). Retrieved from http://www.cno.org/become-a-nurse/about-registration/entry-to-practice-examinations/observational-structure-clinical-examination-osce

College of Registered Nurses of British Columbia. (2013). CRNBC nurse practitioner objective structured clinical examination (OSCE): Candidate guidebook: Family, adult, pediatric. Retrieved from https://www.crnbc.ca/Registration/Lists/RegistrationResources/441NPOSCECandidateGuidebook.pdf

Eldarir, S., Sebaae, H., El Feky, H., Hussien, H., El Fadil, N., & El Shaeer, I. (2010). An introduction of OSCE versus traditional method in nursing education: Faculty capacity building & students’ perspectives. Journal of American Science, 6(12), 1002–1014. Retrieved from http://nursing.cu.edu.eg/ab7as/1.pdf

Fowler Durham, C., & Alden, K. A. (n.d.). Chapter 51. Enhancing patient safety in nursing education through patient simulation. Retrieved from http://www.ahrq.gov/professionals/clinicians-providers/resources/nursing/nurseshdbk/DurhamC_EPSNE.pdf

Harden, R., Stevenson, M., Wilson Downie, W., & Wilson, G. (1975). Assessment of clinical competence using objective structured examination. British Medical Journal, 1, 447–451. Retrieved from http://www.ncbi.nlm.nih.gov/pmc/articles/PMC1672423/pdf/brmedj01434-0047.pdf

Jones, A., Pegram, A., & Fordham-Clarke, C. (2010). Developing and examining an Objective Structured Clinical Examination. Nurse Education Today, 30, 137–141.

18 References

Lowe, M., Paulenko, T., Jardine, J., Marten-Daniel, P., Summers, S., Demeris, H., & Freedman, J. (2012). Interprofessional education for internationally educated nurses: A resource to support group clinical placementprogram planning, implementation, and evaluation. Retrieved from http://www.coned.georgebrown.ca/ipe-ien-toolkit

Mårtensson, G., & Löfmark, A. (2013, Feb 7). Implementation and student evaluation of clinical final examination in nursing education. Nurse Education Today. doi: 10.1016/j.nedt.2013.01.003

Miller, G. (1990). The assessment of clinical skills/competence/performance. Academic Medicine, 65, 563–567.

Nulty, D., Mitchell, M., Jeffrey, C., Henderson, A., & Groves, M. (2011). Best practice guidelines for use of OSCEs: Maximizing value for student learning. Nurse Education Today, 31, 145–151.

Rushforth, H. (2007). Objective structured clinical examination (OSCE): Review of the literature and implications for nursing education. Nurse Education Today, 27, 481–490.

The University of British Columbia - Faculty of Medicine. (n.d.). Standardized patient program. Retrieved from http://med.ubc.ca/education/standardized-patient-program

Tregunno, D., Campbell, H., Allen, D., & de Sousa, D. (2007). Learn from my experience. College of Nurses of Ontario internationally educated nurses (IEN) knowledge translation project report. Toronto, ON: College of Nurses.

Walsh, M., Hill Bailey, P., & Koren, I. (2009). Objective structured clinical evaluation of clinical competence: An integrative review. Journal of Advanced Nursing, 65(8), 1584–1595. doi: 10.1111/j.1365-2648.2009.05054.x

Other Useful Resources(however not referenced in the text)

Curran, I. (2009). Best practice in OSCEs, 3B Examiners guide. Retrieved from http://www.cetl.org.uk/learning/osce_3b_examiners_guide/player.html

The University of Manchester. (2012). OSCE examiner training videos. Retrieved from http://www.medicine.manchester.ac.uk/prime/osce

The University of Manchester. (n.d.). OSCE examiner training: Do’s and don’ts. Retrieved from http://www.mms.manchester.ac.uk/prime/osce/OSCE-docs/Doanddont.pdf

University of Calgary - Faculty of Medicine. (n.d.). Standardized patient handbook: The standardized patient program. Retrieved from http://www.ucalgary.ca/mdprogram/files/mdprogram/The Standardized Patient Program at the MSC July 17 2012.pdf

Notes

Funded by:

coned.georgebrown.ca/nursing/ien-toolkits