| Qualitative Analysis of Student Beliefs and Attitudes After an Objective Structured Clinical Evaluation: Implications for Affective Domain Learning in Undergraduate Nursing Education. | |
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MedLine Citation:
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PMID: 22007712 Owner: NLM Status: Publisher |
Abstract/OtherAbstract:
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This qualitative study explored the feelings, beliefs, and attitudes of senior-level undergraduate pediatric nursing students upon completion of a medication administration Objective Structured Clinical Evaluation (OSCE). The affective domain is the most neglected domain in higher education, although it is deemed the "gateway to learning." Quantitative assessments of clinical skills performed during OSCEs usually address two of the three domains of learning: cognitive (knowledge) and psychomotor skills. Twenty students volunteered to participate in focus groups (10 per group) and were asked three questions relevant to their feelings, beliefs, and attitudes about their OSCE experiences. Students integrated the attitude of safety first into future practice but felt that anxiety, loss of control, reaction under pressure, and no feedback affected their ability to connect the OSCE performance with future clinical practice. The findings affect future affective domain considerations in the development, modification, and assessment of OSCEs across the undergraduate nursing curriculum. |
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Authors:
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Mary Cazzell; Amber Rodriguez |
Publication Detail:
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Type: JOURNAL ARTICLE Date: 2011-10-17 |
Journal Detail:
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Title: The Journal of nursing education Volume: - ISSN: 0148-4834 ISO Abbreviation: - Publication Date: 2011 Oct |
Date Detail:
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Created Date: 2011-10-19 Completed Date: - Revised Date: - |
Medline Journal Info:
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Nlm Unique ID: 7705432 Medline TA: J Nurs Educ Country: - |
Other Details:
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Languages: ENG Pagination: 1-4 Citation Subset: - |
Copyright Information:
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Copyright 2011, SLACK Incorporated. |
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From MEDLINE®/PubMed®, a database of the U.S. National Library of Medicine
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