Objective Structured Clinical Analysis

The following is a critical reflection of my performance during an objective structured clinical exam (OSCE), as part of my training for the role of Psychological Wellbeing Practitioner (PWP). An OCSE is an assessment technique whereby a student demonstrates their competence under simulated conditions (Fidment 2012). For this OSCE, my competence in undertaking a treatment session with a patient was under examination. The treatment session I undertook involved discussing the patient’s progress with behavioural activation (BA), a cognitive-behavioural intervention used for people experiencing depression (Richards and Whyte 2011).

In this Assessment nursing course, one of the major things that is taught is the most important part of giving proper care to a patient. Correct patient assessment is needed before any nursing care plan or treatment can be implemented. This post-review of a person’s assessment will demonstrate the proper way to go about assessing a person’s health.

Discuss StaRN Program introduction, program curriculum, clinical simulation; skills check list and competency, and evaluation of learners of learners’ knowledge and clinical skills prior to graduation and throughout preceptorship.

Comprehensive assessments are fundamental in high acuity nursing as it allows nurses to establish a baseline for the patient, determine oxygen supply and demand, provide individualized patient care, and make clinical decisions (House-Kokan, 2012). The components of a comprehensive assessment, including a physical assessment, corroborative diagnostic data, and the family issues will be assessed (House-Kokan, 2012).

The MCCQE Part II is an Objective-Structured Clinical Examination (OSCE) which assesses the knowledge, skills and attitudes essential for medical licensure in Canada. It is comprised of a series of clinical stations at which candidates are expected to interact with a Standardized Patient in the same manner as they would they interact with actual patients while being observed by a Physician Examiner. Although the examination is approximately 3 hours long, candidates should plan to be at the examination site for a minimum of 51/2 to 6 hours.

The Institute of Medicine (IOM) recommends five core competencies that all clinicians should possess in order to satisfy the needs of the 21st century health system. The report says that doctors, nurses, pharmacists and other health professionals are not being adequately prepared to provide the highest quality and safest medical care possible, and there is insufficient assessment of their ongoing proficiency. Educators and accreditation, as well as licensing and certification organizations should ensure that students and working professionals develop and maintain proficiency in these five core areas (U.S. Department of Health and Human Services, 2014):

Excellent assessment skills: Displays excellent assessment experience and skills by utilizing evidence based practice knowledge and skilled intervention based on chronic disease models in order to effectively prioritize and complete comprehensive assessments and facilitate appropriate care coordination.

Although the format of the exam changed to a certain degree, it is appropriate to compare performance outcomes for the Practical CSA over the last two-year period. Students continue to demonstrate competency when asked to demonstrate performance of clinical skills and thinking. Students who fail to achieve minimal competency are referred to CSEC for focused remediation and retake the exam when offered the following term. Feedback from students regarding the changes to the exam have been positive, including a sense of being better prepared for the NBCE Part IV exams.

A good assessment technique is a strong foundation in our nursing career. A detailed assessment may help nurses identify, solve, and treat potential adverse events. Additionally, it is vital to view and treat our patients as whole, the mind, spirit, and body. Nurses should also include the patient’s culture and values, family and social roles, self-care behaviors, job related stress, developmental tasks, and failures and frustration of life in their health assessments (Jarvis, 2012).

Throughout this semester, I have demonstrated a basic, multi-dimensional health assessment. I completed a multi-dimensional health assessment on my resident as demonstrated in completing part G of the RCP. Throughout this semester, I learned that as a nurse you will be constantly assessing the patient as soon as you walk into their room. I have implemented the habit as soon as I walk into my patient’s room, I assess his skin, his status of alertness, asking if he has any pain, as well as listening to his heart and lungs; then I do the focused assessment that is required for that day. As demonstrated in my weekly self-evaluations, I have improved on my documentation skills and will continue to improve on this skill throughout my career. I also

A good assessment skill is a strong foundation in our nursing career. I believe that a systematic approach assessment is important, because it influences the implementation of quality management interventions. The experience I have gained from the Shadow health assessment with Ms. Tina Jones and in combination with the knowledge I learned from my fellow classmates and Professor Gordon, helped me improve my assessment skills. I found this course to be very helpful as well as insightful. Just the other day that my colleague have noticed how my documentations were exemplary. She said that she loved reading my documentations and assessments, because she could really see the whole picture what the patient looked like by reading it. I remember my

Although there is no absolute direct way to accomplish many of the skills the emergency medical provider is tasked with on a daily basis, the testing of these skills is sometimes difficult. We are taught specific ways to do skills in the classroom, but as long as the goal is achieved without injury to the patient, the student will be successful in the testing session. This is why during the practical skills exams, the evaluators must be given clear directions and behavior anchors, as in the behavior the evaluator is requiring the student to show on a rated scale. Evaluators need to understand that although the skill was not done possibly the way the evaluator would do it, but if the ultimate goal was reach, the skill was successful. Practical skills exam stations should have more than one evaluator at all times. This gives a team effort for evaluating the candidate, especially with so many skills and points to be assessed, avoiding any inaccuracy by the

Examines a candidate medical coding, medical terminology, anatomy and skills in a rigorous testing environment, asking the candidate to answer 150 multiple-choice questions related to the subject areas mentioned in less than 6 hours.

Assessment in nursing has been determined by the problem-solving framework of the nursing process and nursing models. It is a dynamic and continuous process as clients needs change; it promotes individualized care and responds to clients in a responsible and timely manner to improve or maintain their level of health (RCN, 2004). A health assessment not only comprises of gathering health information about a patient, but also analyzing and synthesizing the information, and evaluating the effectiveness of nursing interventions on patients health care outcomes (Weber & Kelley, 2013).

KEYWORDS: Pathology, Perception, medical interns, type of theory questions, types of practical examinations, formative assessment, summative assessment.