Sean Sibley , Kathryn N Robinson , Janet Fairman , Carla Nye , Patricia Poirier , Kelley Strout
{"title":"通过客观结构化临床考试为临床实习和实习过渡做准备：家庭护士学生的定性研究","authors":"Sean Sibley , Kathryn N Robinson , Janet Fairman , Carla Nye , Patricia Poirier , Kelley Strout","doi":"10.1016/j.ecns.2024.101636","DOIUrl":null,"url":null,"abstract":"<div><h3>Aim</h3><div>This study aimed to explore recent Family Nurse Practitioners (FNP) graduates’ perceptions of Objective Structured Clinical Examinations (OSCE) simulation on competency development.</div></div><div><h3>Background</h3><div>OSCEs are a method to educate and assess competency-based behaviors but lack FNP-specific research. Understanding learner perceptions of behavior change can influence OSCE utilization in FNP education.</div></div><div><h3>Methods</h3><div>This qualitative phenomenological study explored the lived experiences of nine recent FNP graduates from U.S. programs participating in formative OSCEs. A constructed theoretical framework inclusive of Kolb's Experiential Learning Theory and Miller's Pyramid of Professional Competence Framework was used with modified Braun and Clarke's thematic analysis method to analyze the interview data.</div></div><div><h3>Results</h3><div>Four themes emerged: Becoming competent and “making it stick,” Design impacts reactions and learning, “dress rehearsal” for clinical experiences, and Establishing routines for practice.</div></div><div><h3>Conclusion</h3><div>Through OSCEs, learners developed competencies and confidence to support clinical experiences that continued into their early FNP practice. Learner insight demonstrated the importance of evidence-informed simulation pedagogy to prepare them for scope-specific practice.</div></div>","PeriodicalId":48753,"journal":{"name":"Clinical Simulation in Nursing","volume":null,"pages":null},"PeriodicalIF":3.4000,"publicationDate":"2024-11-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Preparing for Clinical Placements and Transition to Practice With Objective Structured Clinical Examinations: A Qualitative Study of Family Nurse Practitioner Students\",\"authors\":\"Sean Sibley , Kathryn N Robinson , Janet Fairman , Carla Nye , Patricia Poirier , Kelley Strout\",\"doi\":\"10.1016/j.ecns.2024.101636\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<div><h3>Aim</h3><div>This study aimed to explore recent Family Nurse Practitioners (FNP) graduates’ perceptions of Objective Structured Clinical Examinations (OSCE) simulation on competency development.</div></div><div><h3>Background</h3><div>OSCEs are a method to educate and assess competency-based behaviors but lack FNP-specific research. Understanding learner perceptions of behavior change can influence OSCE utilization in FNP education.</div></div><div><h3>Methods</h3><div>This qualitative phenomenological study explored the lived experiences of nine recent FNP graduates from U.S. programs participating in formative OSCEs. A constructed theoretical framework inclusive of Kolb's Experiential Learning Theory and Miller's Pyramid of Professional Competence Framework was used with modified Braun and Clarke's thematic analysis method to analyze the interview data.</div></div><div><h3>Results</h3><div>Four themes emerged: Becoming competent and “making it stick,” Design impacts reactions and learning, “dress rehearsal” for clinical experiences, and Establishing routines for practice.</div></div><div><h3>Conclusion</h3><div>Through OSCEs, learners developed competencies and confidence to support clinical experiences that continued into their early FNP practice. Learner insight demonstrated the importance of evidence-informed simulation pedagogy to prepare them for scope-specific practice.</div></div>\",\"PeriodicalId\":48753,\"journal\":{\"name\":\"Clinical Simulation in Nursing\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":3.4000,\"publicationDate\":\"2024-11-04\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Clinical Simulation in Nursing\",\"FirstCategoryId\":\"3\",\"ListUrlMain\":\"https://www.sciencedirect.com/science/article/pii/S1876139924001282\",\"RegionNum\":3,\"RegionCategory\":\"医学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"NURSING\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Clinical Simulation in Nursing","FirstCategoryId":"3","ListUrlMain":"https://www.sciencedirect.com/science/article/pii/S1876139924001282","RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"NURSING","Score":null,"Total":0}
Preparing for Clinical Placements and Transition to Practice With Objective Structured Clinical Examinations: A Qualitative Study of Family Nurse Practitioner Students
Aim
This study aimed to explore recent Family Nurse Practitioners (FNP) graduates’ perceptions of Objective Structured Clinical Examinations (OSCE) simulation on competency development.
Background
OSCEs are a method to educate and assess competency-based behaviors but lack FNP-specific research. Understanding learner perceptions of behavior change can influence OSCE utilization in FNP education.
Methods
This qualitative phenomenological study explored the lived experiences of nine recent FNP graduates from U.S. programs participating in formative OSCEs. A constructed theoretical framework inclusive of Kolb's Experiential Learning Theory and Miller's Pyramid of Professional Competence Framework was used with modified Braun and Clarke's thematic analysis method to analyze the interview data.
Results
Four themes emerged: Becoming competent and “making it stick,” Design impacts reactions and learning, “dress rehearsal” for clinical experiences, and Establishing routines for practice.
Conclusion
Through OSCEs, learners developed competencies and confidence to support clinical experiences that continued into their early FNP practice. Learner insight demonstrated the importance of evidence-informed simulation pedagogy to prepare them for scope-specific practice.
期刊介绍：
Clinical Simulation in Nursing is an international, peer reviewed journal published online monthly. Clinical Simulation in Nursing is the official journal of the International Nursing Association for Clinical Simulation & Learning (INACSL) and reflects its mission to advance the science of healthcare simulation.
We will review and accept articles from other health provider disciplines, if they are determined to be of interest to our readership. The journal accepts manuscripts meeting one or more of the following criteria:
Research articles and literature reviews (e.g. systematic, scoping, umbrella, integrative, etc.) about simulation
Innovative teaching/learning strategies using simulation
Articles updating guidelines, regulations, and legislative policies that impact simulation
Leadership for simulation
Simulation operations
Clinical and academic uses of simulation.
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