A serious game for online-based objective structured clinical examination in nursing: A qualitative study
Nurse Education Today, ISSN: 0260-6917, Vol: 109, Page: 105246
2022
- 13Citations
- 163Captures
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Example: if you select the 1-year option for an article published in 2019 and a metric category shows 90%, that means that the article or review is performing better than 90% of the other articles/reviews published in that journal in 2019. If you select the 3-year option for the same article published in 2019 and the metric category shows 90%, that means that the article or review is performing better than 90% of the other articles/reviews published in that journal in 2019, 2018 and 2017.
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Metrics Details
- Citations13
- Citation Indexes13
- 13
- CrossRef1
- Captures163
- Readers163
- 163
Article Description
The current pandemic has led to unprecedented scenarios worldwide. In this context, educational institutions had to move abruptly from in-person to online classes, having to be flexible and innovative, one of the main concerns being the semester-end examinations in practical modules. This study aimed to explore nursing students' perceptions of the use of a serious game-like model in their final online objective structured clinical examination (OSCE). An exploratory phenomenological study was conducted during the COVID-19 pandemic, in particular during June 2020. This study took place at the University of Almeria with nursing students enrolled in a clinical placement module. Eighty-nine fourth-year nursing students took part in this study. Following the educational principles of the OSCE, a virtual OSCE was designed, using the Genially platform, an online platform for creating interactive content, to set up an assessment as a story-telling game-like model. A total of 5 focus groups (FGs) were conducted afterwards via the GoogleMeet platform. In addition, 30 semi-structured interviews were performed via the same platform. The data was analysed using a content analysis approach and supported by the ATLAS.ti 8.4 software. Our finding revealed 2 main themes and 4 sub-themes. The two main themes were (i) generating emotions and feelings in times of virtuality; including emotions and feelings experienced by students during their online assessment process, and (ii) online assessment: a potential alternative to educational barriers; describing the variability of traditional modality, its implications for learning and the acquisition of competences. Serious game-like models, such as the story-telling game proposed, as part of their online OSCE assessment appear to be an appropriate alternative assessment method for face-to-face approaches. This paper adds new evidence on the use of innovative and state-of-art resources as part of nursing OSCE assessments in a new reality for most students and teachers. Serious game-like models in online OSCE may empower students and help them to remove perceived barriers in face-to-face assessments.
Bibliographic Details
http://www.sciencedirect.com/science/article/pii/S0260691721005037; http://dx.doi.org/10.1016/j.nedt.2021.105246; http://www.scopus.com/inward/record.url?partnerID=HzOxMe3b&scp=85121219696&origin=inward; http://www.ncbi.nlm.nih.gov/pubmed/34920398; https://linkinghub.elsevier.com/retrieve/pii/S0260691721005037; https://dx.doi.org/10.1016/j.nedt.2021.105246
Elsevier BV
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