SC31 Developing an electronic assessment tool for undergraduate nurses in simulation

Background In 2017, the University of Portsmouth commenced the BN (Hons) Nursing (Adult) degree course. During the first year of nursing students (n=120), we piloted a manual Objective Structured Clinical Examination (OSCE) checklist for the Nursing Assessment Skills (NAS) module. After evaluation of the process, we concluded, the scoring system was cumbersome and time consuming, with potential for human error as calculations of scores and consolidation of comments were manual. Pugh et al (2016) recognised the requirement to have OSCE checklists to improve the capture in performance tests - our aim was to retain the OSCE checklist, but create an electronic version, which could be easily navigated by academic examiners, simulated patient examiners and simulated colleague examiners. Summary of project description During the second year, the student nurses cover the ‘Acute Care Across Care Settings’ (ACACS) module. This module includes the following areas: mental health support, A-E assessment (acute and long-term conditions), history taking and lifestyle assessment, SBAR telephone handover and recognising the deteriorating patient. We wrote five OSCE stations, covering these areas, created a marking scheme with a google mark sheet for each station, which were divided into eight scored sections. The form included the student’s name, university number, examiners name and number, a comments box and moderation button, for any aspect deemed unsafe. All marks and comments were collated cumulatively at the actual point of OSCE, thereby making it a contemporaneous process. In order to assess functionality, we piloted the process during optional ‘mock’ OSCEs. After revisions were made, we deemed the electronic scoring fit for purpose. Summary of results The electronic marking system made the process of moderating and evaluating OSCE performance substantially quicker and safeguarded against human error. This allowed the results to be reviewed by the external examiner in a timely manner with earlier publishing of results and a significant decrease in academic hours. Discussion, conclusions and recommendations The second year OSCEs ran smoothly; reviewing the results spreadsheet made the moderation process effective and efficient. After input from the entire spectrum of examiners and moderators, we established that we could streamline further, by eliminating unnecessary information requested of the examiners. Training for examiners is vital (Bani-issa et al. 2019); we focussed on standardisation and OSCE processes, along with the new electronic, simultaneous marking - a faster, safer system of OSCE scoring for academic examiners, simulated patient examiners and simulated colleague examiners. References Bani-issa, W., Al Tamimi, M., Fakhry, R., Tawil, H-A. Experiences of nursing students and examiners with the Objective Structured Clinical Examination method in physical assessment education: A mixed methods study. Nurse Education in practice 2019. 35, 83–89. https://doi.org/10.1016/j.nepr.2019.01.006 Pugh, D., Halman, S., Desjardins, I., Humphrey-Murto, S & Wood, T.J.(2016). Done or Almost Done? Improving OSCE Checklists to Better Capture Performance in Progress Tests. Teaching and Learning in Medicine. Vol.28, p406–414. https://doi.org/10.1080/10401334.2016.1218337