Using an objective structured clinical examination for bachelor of midwifery students' preparation for practice

Mitchell, Marion L., Jeffrey, Carol A., Henderson, Amanda, Glover, Pauline, Nulty, Duncan D., Kelly, Michelle A., Groves, Michele and Knight, Sabina (2014) Using an objective structured clinical examination for bachelor of midwifery students' preparation for practice. Women and Birth, 27 2: 108-113. doi:10.1016/j.wombi.2013.12.002


Author Mitchell, Marion L.
Jeffrey, Carol A.
Henderson, Amanda
Glover, Pauline
Nulty, Duncan D.
Kelly, Michelle A.
Groves, Michele
Knight, Sabina
Title Using an objective structured clinical examination for bachelor of midwifery students' preparation for practice
Journal name Women and Birth   Check publisher's open access policy
ISSN 1878-1799
1871-5192
Publication date 2014-06
Year available 2014
Sub-type Article (original research)
DOI 10.1016/j.wombi.2013.12.002
Open Access Status
Volume 27
Issue 2
Start page 108
End page 113
Total pages 6
Place of publication Amsterdam, Netherlands
Publisher Elsevier
Collection year 2015
Language eng
Formatted abstract
Background: Contemporary midwifery practice needs a rigorous and standardised assessment of practical skills, and knowledge to ensure that safety is maintained for both women and neonates before, during and after childbirth.

Aim: To evaluate the use of Best Practice Guidelines (BPG) for Objective Structured Clinical Examinations (OSCE) as a standardised tool to develop clinical competence of Bachelor of Midwifery students.

Method: A pragmatic mixed method approach with surveys, focus groups and interviews was used to evaluate the OSCEs for first year students. Quantitative and qualitative data were combined to understand student and academic perceptions of students' confidence for clinical practice following the OSCE.

Findings: Thirty-four students responded to surveys (response rate 94%); and 13 participated in focus groups. Two academic lecturers participated in an interview (100%). Two main themes emerged (1) the OSCEs improved student confidence (2) the OSCEs were relevant and prepared students for practice. Most students indicated that they practised for the OSCE using an integrated approach (70%), and that this assisted them in their approach to the assessment of the neonate or post-partum mother.

Conclusion: The use of BPGs to ensure that OSCEs focus on important aspects of knowledge and practice helped students to learn and to perform well. Students' confidence in their ability for the imminent professional experience placement was high. OSCEs designed with the BPGs should be implemented broadly across midwifery education to enhance students' competence and provide rigorous meaningful assessment.
Keyword Best Practice Guidelines
OSCE
Authentic assessment
Preparation for practice
Q-Index Code C1
Q-Index Status Confirmed Code
Institutional Status UQ

Document type: Journal Article
Sub-type: Article (original research)
Collections: Official 2015 Collection
School of Medicine Publications
 
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