Model for Clinical Performance Development in Nursing Care of Persons with Problems Practicum 2 Using the OSCE Online Information Management System

Abstract

This research aimed to: 1) develop a clinical competency model, using an electronic Objective Structured Clinical Examinations (OSCE) management information system with third- year nursing students from Boromarajonani College of Nursing, Songkhla; and 2) investigate the opinion of nursing students towards such clinical competency model. Research and   development was used as a methodology for this study, including 5 steps: 1) run problem analysis, 2) use an online OSCE management system, 3) evaluate its effectiveness, 4) try out and approve the model, and 5) evaluate and develop the model.

The clinical competency model using an OSCE management information system comprised 4 components: 1) Input including 6 activities, namely a) problem analysis, b) objectives identification,  c) teacher analysis, d) learner analysis, e) content analysis and evaluation design, and f) learning environment preparation and learning supports; 2) clinical competency process, including 5 activities, namely a) development of an online OSCE management system, b) teachers orientation along with computer skills test and practice, c) student orientation, d) pre-test, e) evaluation report with reflection and feedback; 3) management of OSCE;  and 4) outcome evaluation.

The results showed that the students’ opinions on the clinical competency model using an OSCE management information system were rated at a high level (Mean=4.36, SD=0.55). When classified by each item, it was found that self-analysis opportunities (Mean=4.49, SD=.75) and experience readiness preparation (Mean=4.49, SD=.43) were rated at the same level, followed by clinical practices (Mean=4.40, SD=.58), and conceptualizing ability (Mean=4.39, SD=.64), respectively. Self-directed learning was rated at the lowest score (Mean=4.22, SD=.52).