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dc.contributor.authorNulty, Duncanen_US
dc.contributor.authorMitchell, Marionen_US
dc.contributor.authorJeffrey, Carolen_US
dc.contributor.authorHenderson, Amandaen_US
dc.contributor.authorGroves, M.en_US
dc.date.accessioned2017-05-03T14:33:28Z
dc.date.available2017-05-03T14:33:28Z
dc.date.issued2011en_US
dc.date.modified2013-05-29T00:35:28Z
dc.identifier.issn02606917en_US
dc.identifier.doi10.1016/j.nedt.2010.05.006en_US
dc.identifier.urihttp://hdl.handle.net/10072/34049
dc.description.abstractObjective structured clinical examinations (OSCEs) are a regular component of Bachelor of Nursing (BN) programs within Australia and internationally. OSCEs are a valuable strategy to assess 'fitness to practice' at the students' expected level of clinical practice within a nursing context where the importance of accurate patient assessment is paramount. This report discusses the integration of seven proposed 'Best Practice Guidelines' (BPG) into an undergraduate BN program in Queensland, Australia. A range of learning and assessment strategies was introduced in accordance with the adoption of these guidelines to maximise student engagement. There is some evidence that these strategies have directly assisted in enhanced student confidence around clinical practice and provide preliminary evidence of the effectiveness of BPG for OSCEs within nursing programs internationally.en_US
dc.description.peerreviewedYesen_US
dc.description.publicationstatusYesen_US
dc.languageEnglishen_US
dc.language.isoen_US
dc.publisherElsevieren_US
dc.publisher.placeUnited Kingdomen_US
dc.relation.ispartofstudentpublicationNen_US
dc.relation.ispartofpagefrom145en_US
dc.relation.ispartofpageto151en_US
dc.relation.ispartofissue2en_US
dc.relation.ispartofjournalNurse Education Todayen_US
dc.relation.ispartofvolume31en_US
dc.rights.retentionYen_US
dc.subject.fieldofresearchEducation Assessment and Evaluationen_US
dc.subject.fieldofresearchcode130303en_US
dc.titleBest Practice Guidelines for use of OSCEs: Maximising value for student learningen_US
dc.typeJournal articleen_US
dc.type.descriptionC1 - Peer Reviewed (HERDC)en_US
dc.type.codeC - Journal Articlesen_US
gro.facultyArts, Education & Law Group, Griffith Institute of Higher Educationen_US
gro.date.issued2011
gro.hasfulltextNo Full Text


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