6 results on '"Mitchell, Marion L."'
Search Results
2. Normal saline instillation versus no normal saline instillation And lung Recruitment versus no lung recruitment with paediatric Endotracheal Suction: the NARES trial. A study protocol for a pilot, factorial randomised controlled trial
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Schults, Jessica A, primary, Cooke, Marie, additional, Long, Debbie A, additional, Schibler, Andreas, additional, Ware, Robert S, additional, and Mitchell, Marion L, additional
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- 2018
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3. OSCE best practice guidelines—applicability for nursing simulations
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Kelly, Michelle A., primary, Mitchell, Marion L., additional, Henderson, Amanda, additional, Jeffrey, Carol A., additional, Groves, Michele, additional, Nulty, Duncan D., additional, Glover, Pauline, additional, and Knight, Sabina, additional
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- 2016
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4. Application of best practice guidelines for OSCEs - An Australian evaluation of their feasibility and value
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Pauline Glover, Michele Groves, Mitchell L. Mitchell, Amanda Henderson, Sabina Knight, Carol Jeffrey, Duncan David Nulty, Michelle Kelly, Mitchell, Marion L, Henderson, Amanda, Jeffrey, Carol, Nulty, Duncan, Groves, Michele, Kelly, Michelle, Knight, Sabina, and Glover, Pauline
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Higher education ,Best practice ,competence ,Nursing ,Midwifery ,Education ,Surveys and Questionnaires ,Humans ,Medicine ,Education, Scientific Disciplines ,Education, Nursing, Graduate ,Simulation Training ,Curriculum ,Competence (human resources) ,General Nursing ,Medical education ,business.industry ,Australia ,Education, Nursing, Baccalaureate ,Focus Groups ,Education & Educational Research ,Focus group ,Low fidelity ,Clinical Practice ,Nursing Education Research ,Preparedness ,Practice Guidelines as Topic ,Feasibility Studies ,Students, Nursing ,Educational Measurement ,Clinical Competence ,best practice guidelines ,business - Abstract
Background: Objective Structured Clinical Examinations (OSCEs) are widely used in health professional education and should be based on sound pedagogical foundations.Objectives: The aim of this study is to evaluate the feasibility and utility of using Best Practice Guidelines (BPGs) within an OSCE format in a broad range of tertiary education settings with under-graduate and post-graduate nursing and midwifery students. We evaluated how feasible it was to apply the BPGs to modify OSCEs in a course; students' perspective of the OSCE; and finally, if the BPG-revised OSCEs better prepared students for clinical practice when compared with the original OSCEs.Design: A mixed method with surveys, focus groups and semi-structured interviews evaluated the BPGs within an OSCE.Settings: Four maximally different contexts across four sites in Australia were used.Participants: Participants included lecturers and undergraduate nursing students in high and low fidelity simulation settings; under-graduate midwifery students; and post-graduate rural and remote area nursing students.Results: 691 students participated in revised OSCEs. Surveys were completed by 557 students; 91 students gave further feedback through focus groups and 14 lecturers participated in interviews. At all sites the BPGs were successfully used to modify and implement OSCEs. Students valued the realistic nature of the modified OSCEs which contributed to students' confidence and preparation for clinical practice. The lecturers considered the revised OSCEs enhanced student preparedness for their clinical placements. Discussion andConclusions: The BPGs have a broad applicability to OSCEs in a wide range of educational contexts with improved student outcomes. Students and lecturers identified the revised OSCEs enhanced student preparation for clinical practice. Subsequent examination of the BPGs saw further refinement to a set of eight BPGs that provide a sequential guide to their application in a way that is consistent with best practice curriculum design principles. (C) 2015 Elsevier Ltd. All rights reserved. Refereed/Peer-reviewed
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- 2015
5. OSCE best practice guidelines—applicability for nursing simulations
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Michelle Kelly, Marion Mitchell, Sabina Knight, Amanda Henderson, Pauline Glover, Duncan David Nulty, Michele Groves, Carol Jeffrey, Kelly, Michelle A, Mitchell, Marion L, Henderson, Amanda, Jeffery, Carol A, Groves, Michele, Nulty, Duncan D, Glover, Pauline, and Knight, Sabina
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Best practice guidelines ,Best practice ,Context (language use) ,Likert scale ,Formative assessment ,03 medical and health sciences ,0302 clinical medicine ,Nursing ,Holistic nursing ,Objective structured clinical examinations (OSCEs) ,Medicine ,030212 general & internal medicine ,Nurse education ,Holistic practice ,Medical education ,030504 nursing ,business.industry ,Research ,Pedagogy ,Affective domain ,General Medicine ,Focus group ,Summative assessment ,Australian healthcare setting ,OSCE ,nursing care ,0305 other medical science ,business ,Simulation - Abstract
Background Objective structured clinical examinations (OSCEs) have been used for many years within healthcare programmes as a measure of students’ and clinicians’ clinical performance. OSCEs are a form of simulation and are often summative but may be formative. This educational approach requires robust design based on sound pedagogy to assure practice and assessment of holistic nursing care. As part of a project testing seven OSCE best practice guidelines (BPGs) across three sites, the BPGs were applied to an existing simulation activity. The aim of this study was to determine the applicability and value of the OSCE BPGs in an existing formative simulation. Methods A mixed methods approach was used to address the research question: in what ways do OSCE BPGs align with simulations. The BPGs were aligned and compared with all aspects of an existing simulation activity offered to first-year nursing students at a large city-based university, prior to their first clinical placement in an Australian healthcare setting. Survey questions, comprised of Likert scales and free-text responses, used at other sites were slightly modified for reference to simulation. Students’ opinions about the refined simulation activity were collected via electronic survey immediately following the simulation and from focus groups. Template analysis, using the BPGs as existing or a priori thematic codes, enabled interpretation and illumination of the data from both sources. Results Few changes were made to the existing simulation plan and format. Students’ responses from surveys (n = 367) and four focus groups indicated that all seven BPGs were applicable for simulations in guiding their learning, particularly in the affective domain, and assisting their perceived needs in preparing for upcoming clinical practice. Discussion Similarities were found in the intent of simulation and OSCEs informed by the BPGs to enable feedback to students about holistic practice across affective, cognitive and psychomotor domains. The similarities in this study are consistent with findings from exploring the applicability of the BPGs for OSCEs in other nursing education settings, contexts, universities and jurisdictions. The BPGs also aligned with other frameworks and standards often used to develop and deliver simulations. Conclusions Findings from this study provide further evidence of the applicability of the seven OSCE BPGs to inform the development and delivery of, in this context, simulation activities for nurses. The manner in which simulation is offered to large cohorts requires further consideration to meet students’ needs in rehearsing the registered nurse role. Electronic supplementary material The online version of this article (doi:10.1186/s41077-016-0014-1) contains supplementary material, which is available to authorized users.
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6. The value of best-practice guidelines for OSCEs in a postgraduate program in an Australian remote area setting.
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Jeffrey CA, Mitchell ML, Henderson A, Lenthall S, Knight S, Glover P, Kelly M, Nulty D, and Groves M
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- Adult, Clinical Competence, Cultural Competency, Female, Humans, Male, Manikins, Middle Aged, Northern Territory, Patient Simulation, Education, Nursing methods, Education, Nursing standards, Educational Measurement methods, Educational Measurement standards, Rural Nursing education
- Abstract
Introduction: Nurses in remote areas of Australia are the primary healthcare professionals, who need to be able to deliver comprehensive and culturally sensitive care to clients, many of whom are Indigenous Australians. Adequate and specific preparation for practice is crucial to the quality of care delivered by remote area nurses (RANs). Objective structured clinical examinations (OSCE) provide an excellent opportunity for student practice in a simulated environment that is safe, authentic, fair and valid when well constructed. Seven integrated best practice guidelines (BPGs), previously developed by project team members to inform OSCEs within educational programs, provided guidance in restructuring the OSCE. This paper provides a detailed analysis of the value of BPGs used in the development, teaching and learning, and evaluation of OSCEs in a rural and remote postgraduate course for RANs., Method: A pre-site visit to the Centre for Remote Health, Alice Springs, Northern Territory, was conducted with modification of the course and previous OSCE according to BPGs. Following delivery of the course and OSCE, evaluations occurred via a mixed method approach. Student surveys (n=15) and focus groups (n=13) and staff interviews (n=5) provided an in-depth analysis of their perceptions of the revised OSCE. Descriptive statistics were used to describe the student sample. The narrative data were transcribed verbatim and analysed using content analysis. Triangulation was achieved with the convergence of the separate data sources focusing on themes and patterns within and between students and tutors., Results: All 15 students and five tutors provided feedback. The majority of student participants had limited experience in working in remote area nursing prior to participation and therefore the opportunities that availed themselves were critical in adequately equipping them with the requisite knowledge, skills and abilities. Three themes emerged from the data: (1) value of common and significant events in OSCE; (2) power of deliberate actions; and (3) learning cultural sensitivity., Discussion: OSCEs in this setting proved to be a good way for students to learn the skills required by RANs. Overwhelmingly, the modifications using the BPGs were highly valued by students and staff. Three themes emerged and were clearly linked to specific BPGs, indicating the positive impact the BPGs had on the OSCEs and student learning. The authentic content for the scenarios was seen as relevant and motivational for student learning. The practice element of the OSCEs enhanced the learning experience and feedback supported learning., Conclusions: OSCEs developed, taught and assessed using BPGs were highly valued. The BPGs provided an integrated approach with real-life scenarios with a strong cultural perspective - all important features to the RANs' future success in providing individualised care to clients in remote areas of Australia. Further use of BPGs is recommended.
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- 2014
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