Using objective structured clinical examination to teach medication rights in undergraduate nursing education.

Abstract

Clinical partner feedback identified insubstantial student preparation and limited understanding of safe medication administration process. Faculty initiated a new teaching and evaluation approach to prepare students for safe medication administration processes in the practice setting. The teaching method is a synthesis of situated cognition learning theory that emphasizes use of deliberate practice case scenarios in low fidelity simulation. Objective Structured Clinical Examination (OSCE) evaluates student critical thinking and application of the medication rights administration process. Data collection includes first and second attempt OSCE pass rates, occurrence of incorrect answers, and student feedback regarding the testing experience. Findings include a greater than 90% pass rate on first attempt, 100% pass rate on second attempt, and positive testing experience. Faculty now use situated cognition learning methods and OSCE in one course within the curriculum.