Nursing education evaluating performance

1. z
Case Scenario
in Clinical
Settings
Evaluating Performance
(Clinical and Skills Laboratory
Activities)

2. z
Scenario:
 A Student nurse assigned to the medical-surgical unit in BMC,
is caring for an elderly patients who was admitted with
Pneumonia. Patient X had been stable for the past few days,
but this morning, he/she suddenly experiences difficulty of
breathing, his oxygen saturation drops significantly, and
becomes agitated. The students nurse is the first to notice
these changes and as per protocol, calls for help. The
attending nurse arrives quickly and begins assessing the
patient.

3. z
Evaluation Points:
Initial Assessment and Recognition:
 How does the student nurse initially assess the
situation?
 Does the student nurse recognize the signs and
symptoms of deterioration?
 Can the student nurse accurately report the
changes in patient x condition to the attending nurse?

4. z
 Communication and Collaboration:
 How the does the student nurse communicate
with the attending nurse and other members
of the healthcare team?

5. z
 Intervention and Action
 What interventions does the student
nurse suggest or assist with?
 Does the student nurse follow the establishd
protocols for managing respiratory distress?

6. z
 Documentations:
 How does the student nurse document the
patient’s changes and the intervantions
taken?

7. z
 Reflection and Learning:
 How does the student nurse reflect on their
actions and what lessons ca be learned?

8. z
 Patient Safety:
 Does the student nurse’s actions prioritize
safety and well-being?

9. z
 Case Scenarion in Skills Laboratory
Scenario:
A 3 years old baby girl was admitted to the
hospital with dehydration, fever, with poor skin
turgor and needs an iv line inserted for fluid
replacement.

10. z
• Skills to be assessed:
 Preparation – gathering necessary medical supplies, identifying the
patient, explaining the procedures, and ensuring patient comfort.
 IV Insertion – Correctly identifying a suitable vein, preparing the
skin, inserting the catheter, securing the line and monitoring the
side.
 Communication – Explaining the procedures to the patient,
addressing her concerns.
 Safety – Maintaining a sterile environment, preventing
complications and disposing of sharps properly.

11. z
• Performance Criteria:
 Preparation - Gathered all necessary supplies within 5 minutes. Identified the
patient correctly. Explained the procedures clearly and answered the patients
questions.
 IV Insertion – Identified a suitable vein within 2 minutes. Inserted the catheter
on the first attempt. Secured the line correctly. Monitored the site for
complications.
 Communication – Demonstrated empathy and reassurance throughout the
procedures. Explained the procedures clearly and answered the patients
questions.
 Safety – maintained a sterile environment, prevented complications and
disposed sharps properly.

12. z
OBJECTIVE
STRUCTURED CLINICAL
EXAMINATION
OSCE
APRIL ROSELYN A. CRUCILLO, RN
Reported by:

13. z
Objectives of OSCE
 OSCEs provide a structured and
objective way to evaluate clinical
skills, ensuring consistency and
reliability in assessment.

14. z
What is OSCE?
 OSCE (Objective Structured Clinical
Examination) is a standardized, practical
assessment tool used to evaluate a student's,
graduate-level or professional nurse's clinical
skills and knowledge in a simulated clinical
setting.

15. z
 A modern type of examination often used in
health to assess clinical skill performance and
competence in skills such as communication,
clinical examination, medical and nursing
procedures, prescription, joint mobilization
techniques and interpretations of results.

16. z
Purpose of OSCE
 Measure clinical skills
 Match assessment to intended constructs
 Promote structured interaction between
students and examiners
 Make structured marking scheme
 Present all candidates with the same test
 Promote objectivity

17. z
Uses of OSCE
 Interpersonal and communication skills
 History taking skills
 Physical examination of specific body
systems
 Mental health assessment
 Clinical decision making, including the
formation of differential diagnosis

18. z
 Clinical problem – solving skills
 Interpretation of clinical findings and investigations
 Management of a clinical situations, including
treatment and referral
 Patient education
 Health promotion
 Acting safely and appropriately in an urgent clinical
situation
 Basic and advanced nursing care procedure practices

19. z
 Planning and Preparation
 Station Development
 Logistics and Execution
Steps in Implementing OSCE

20. z
Components of OSCE
 Examination Coordinating Committee
 Examination Coordinator
 Examinees
 Examiners
 Examination site

21. z
Examination stations:
 Time allocation between stations
 Anatomic models
 Examination questions
 Environment of station
 Examination circuit
 Patient (Real / Simulated)
 Time clock & time signal

22. z Organizing OSCE
 Consists of 10-15 stations, each stations requires
about 4-5 minutes.
 All stations should be completed in the same time.
 Examinees are rotated through all the rotations and
move to the next stations.
 Examinees can start at any procedures stations and
complete the cycle.
 Examinees can complete the examination within 1
hour.

23. z
Thank You!...