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.

图/表 3

参考文献 11

[1]	路雪燕, 狄婷婷, 秦博文, 等. 涉外护理人才市场需求情况调查分析[J]. 卫生职业教育, 2018, 36(11):124-125.
	Lu XY, Di TT, Qin BW, et al. Investigation and analysis of market demand for foreign-related nursing talents[J]. Heal Vocat Educ, 2018, 36(11):124-125.
[2]	任美健, 邢爱红, 吴玉玲, 等. 专科护生毕业即刻核心能力的调查研究[J]. 中国医学伦理学, 2016, 29(6):1084-1087.
	Ren MJ, Xing AH, Wu YL, et al. Investigation on core competence of college nursing students at the time of graduation[J]. Chin Med Ethics, 2016, 29(6):1084-1087.
[3]	王娟, 蓝宇涛. 国际护理人才需求与涉外护理专业人才培养体系建设的研究[J]. 中国高等医学教育, 2012(6):24-25,29.
	Wang J, Lan YT. Study on needs of international nursing personnel and construction of training model for undergraduates of foreign nursing specialty[J]. China High Med Educ, 2012(6):24-25,29.
[4]	杨雪梅, 张玉芳, 盖琼燕. OSCE在评价护理本科生临床实践能力的应用研究[J]. 中国高等医学教育, 2016(2):87-88.
	Yang XM, Zhang YF, Gai QY. Using OSCE to assess nursing undergraduates’ clinical skills[J]. China High Med Educ, 2016(2):87-88.
[5]	Urteaga EM, Attridge RL, Tovar JM, et al. Evaluation of clinical and communication skills of pharmacy students and pharmacists with an objective structured clinical examination[J]. Am J Pharm Educ, 2015, 79(8):122. doi: 10.5688/ajpe798122
[6]	漆书清. 教育统计与测量[M]. 广州: 广东高等教育出版社, 2006: 129.
	Qi SQ. Education statistics and measurement[M]. Guangzhou: Guangdong Higher Education Press, 2006: 129.
[7]	郝玉玲, 刘凤, 刘骙骙, 等. 护理本科毕业生客观结构化临床考评模式的实施效果及评价[J]. 解放军护理杂志, 2013, 30(2):1-5.
	Hao YL, Liu F, Liu KK, et al. Effect evaluation of objective structured clinical examination mode of nursing graduates[J]. Nurs J Chin PLA, 2013, 30(2):1-5.
[8]	薛芳, 赵静, 宋松. 本科与专科护生评判性思维能力现状及影响因素分析[J]. 蚌埠医学院学报, 2016, 41(11):1512-1513,1517.
	Xue F, Zhao J, Song S. Status of the critical thinking ability in nursing undergraduates and specialists,and its influencing factors[J]. J Bengbu Med Coll, 2016, 41(11):1512-1513,1517.
[9]	李江峰, 岳麓旭, 范柳笛. 客观结构临床考试应用于三年制医学影像技术专业实践技能考核的初步探索[J]. 中国高等医学教育, 2017(8):33-34.
	Li JF, Yue LX, Fan LD. Preliminary exploration of the application of objective structured clinical examination to the three-year medical imaging technology professional practice skill assessment[J]. China High Med Educ, 2017(8):33-34.
[10]	张颖. 以岗位胜任力为导向的全国护理学生(英语)执业能力现状分析研究[D]. 锦州:辽宁医学院, 2014.
	Zhang Y. Research on the condition of professional competence oriented to post competency of nursing students in our country for English[D]. Jinzhou:Liaoning Medical University, 2014.
[11]	谢青青, 王晶晶, 白蔷薇. OSCE在涉外护理专业护生技能考核中的应用[J]. 护理研究, 2017, 31(7):847-849.
	Xie QQ, Wang JJ, Bai QW. Application of OSCE in nursing skills assessment of nursing students in international nursing program[J]. Chin Nurs Res, 2017, 31(7):847-849.

[1]	林丹, 张艺雄, 孙蓉, 柏亚妹, 张薛晴, 宋玉磊. 赛教融合视角下临床护理技能综合实训教学方案的设计与实践效果评价[J]. 中华护理教育, 2024, 21(9): 1088-1092.
[2]	范华美, 杨丽黎, 王锦云. 临床护理教师核心能力测评工具的研究进展[J]. 中华护理教育, 2023, 20(8): 997-1002.
[3]	冯洁惠, 徐建宁, 周杏慧, 俞超, 李旭芳, 潘英, 范宁, 朱旭菁. OSCE在心血管科护士危重患者转运能力评价中的应用[J]. 中华护理教育, 2023, 20(2): 199-204.
[4]	王锦云, 杨丽黎, 俞杰, 吴琛, 杨恒. 护士长核心能力评价工具的方法学质量和测量属性系统评价[J]. 中华护理教育, 2023, 20(11): 1347-1354.
[5]	张晓庆, 黄赣英, 沈小玲, 傅蓉, 钱丽华. 急诊护理实习教学OSCE案例编写及评价[J]. 中华护理教育, 2021, 18(9): 827-830.
[6]	姜颖,陈丛琳,杨光静,黄定桂,杨婵娟. OSCE在重庆市中医专科护士辨证施护能力评价中的应用[J]. 中华护理教育, 2021, 18(4): 298-302.
[7]	李汶静,尹华英,周雅婷,谭巨丹. 儿科方向护理硕士专业学位研究生对临床师资准入标准及核心能力期望[J]. 中华护理教育, 2021, 18(2): 149-153.
[8]	谭艳, 李旭英, 李金花, 魏涛, 黄新娟, 彭思意, 李星凤, 樊溶榕. 基于核心能力的麻醉科护士培训实践[J]. 中华护理教育, 2020, 17(8): 743-746.
[9]	谷景荣,马丽霞,刘传红,陈灵芝,李星. 案例考核法在新入职护士核心能力评价中的应用[J]. 中华护理教育, 2020, 17(7): 586-589.
[10]	傅荣张子嫣陈湘玉周峥李蓉梅. 静脉输液治疗专科护士培训效果评价[J]. 中华护理教育, 2019, 16(9): 678-682.
[11]	钱金平吴丹米钰王淼淼蒋焕焕张露雯. 糖尿病专科护士职业价值观对核心能力的影响研究[J]. 中华护理教育, 2019, 16(9): 683-686.
[12]	成守珍,陈玉英,朱颖,柯彩霞,陈利芬,张小燕,唐春苑. OSCE在护士临床能力评价中的设计与应用[J]. 中华护理教育, 2019, 16(4): 286-289.
[13]	梁园园, 马秀, 吴蕾蕾, 徐静, 江智霞. 基于学习风格的同伴互助教学对护理本科生核心能力的影响[J]. 中华护理教育, 2019, 16(2): 94-97.
[14]	潘世琴李晓芳赵生秀李月美刘守红徐媛媛. 青海省新入职护士培训方案的设计与实施[J]. 中华护理教育, 2019, 16(10): 733-738.
[15]	曾惠文杨猜金晓燕尚少梅王志稳万巧琴王艳吴雪张岩周宇彤耿笑微. 客观结构化临床考核在护理学基础技能考核中的应用[J]. 中华护理教育, 2016, 13(4): 266-299.