OSCE在高职涉外护理方向学生核心能力评价中的应用

doi:10.3761/j.issn.1672-9234.2021.09.009

摘要/Abstract

摘要：

目的探讨客观结构化临床考试（objective structure clinical examination,OSCE）用于高职涉外护理学生核心能力评价的设计方法与效果。方法以涉外护理核心能力为评价维度,临床护理工作过程为主线,护理病例库为依托,构建OSCE方案,共包括护理评估、护理诊断与计划、急救护理、基础护理、专科护理、健康教育6个考站。对105名高职涉外护理方向三年级学生进行考核,评价考核成绩、难度和区分度,并调查学生与教师对考核的评价。结果 OSCE平均成绩为（72.52±9.50）分,呈正态分布。各考站试题的难度系数为0.62~0.79,区分度系数为0.41~0.74。师生对该考核方式的总体认可度较高。结论客观结构化临床考试能够较为全面地评价高职涉外护理方向学生的核心能力,具有较好的可行性和有效性。

关键词: 教育,护理, 客观结构化临床考试, 涉外护理, 核心能力

Abstract:

Objective To examine the effects of objective structure clinical examination（OSCE） on core competence of students majored in foreign-related nursing in higher vocational colleges. Methods The OSCE was developed based on the nursing cases with the clinical nursing process as the main line. The core competence of foreign nursing was the evaluation dimension of OSCE. Six examination stations were established including nursing assessment,nursing diagnosis and plan,emergency nursing,basic nursing,specialized nursing,and health education. The examination was conducted in 105 students in a higher vocational school. Students’ examination performance,examination difficulty,and examination discrimination were evaluated. Examination appraisals from students and teachers were also collected. Results The mean score of OSCE was 72.52±9.50 and followed a normal distribution. The difficulty indexes of each station were 0.62~0.79,and the discrimination indexes were 0.41~0.74. Teachers and students gave high value to the OSCE. Conclusion OSCE can comprehensively assess the core competence of students majored in foreign-related nursing in higher vocational colleges,and had good feasibility and effectiveness.

Key words: Education,Nursing, Objective structure clinical examination, Foreign-related nursing, Core competence

吕菲, 薛梅. OSCE在高职涉外护理方向学生核心能力评价中的应用[J]. 中华护理教育, 2021, 18(9): 814-818.

LÜ Fei, XUE Mei. The effects of objective structure clinical examination on the core competence in students majored in foreign-related nursing in higher vocational colleges[J]. Chinese Journal of Nursing Education, 2021, 18(9): 814-818.

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