TY - JOUR
T1 - Disseminated Tele-OSCE During a Pandemic
T2 - One University’s Experience
AU - Boardman, Charles
AU - Knight, Elizabeth P.
AU - Gavilanes, Jesika S.
AU - MacMillan, Corey
AU - Chatelain, Tru
AU - Vick, Emma
AU - D’Aubrey, Jill
AU - Allard, Brian Saville
N1 - Publisher Copyright:
SLACK Incorporated.
PY - 2022/2
Y1 - 2022/2
N2 - Background: Due to coronavirus disease 2019 (COVID-19), in-person educational activities were suspended across the globe throughout 2020. In health care education, this required a swift, creative response to maintain the flow of trained clinicians into the workforce without compromising the integrity of core learning outcomes. Early during the pandemic, remote synchronous simulation emerged as a compelling focus of the overall strategy. Method: At one large health sciences university in the northwestern United States, family nurse practitioner faculty worked closely with the Simulation Operations team to plan, deliver, and assess a pilot tele-OSCE (objective structured clinical examination). Results: In postevent debriefs and surveys, both standardized patients and students affirmed that the activity was generally safe, accessible, and high value. Conclusion: With appropriate planning, consensus building, and technology readiness assessment, tele-OSCEs can play a critical role in sustaining the flow of health care students into the workforce during a pandemic. [J Nurs Educ. 2022;61(2):107-110.]
AB - Background: Due to coronavirus disease 2019 (COVID-19), in-person educational activities were suspended across the globe throughout 2020. In health care education, this required a swift, creative response to maintain the flow of trained clinicians into the workforce without compromising the integrity of core learning outcomes. Early during the pandemic, remote synchronous simulation emerged as a compelling focus of the overall strategy. Method: At one large health sciences university in the northwestern United States, family nurse practitioner faculty worked closely with the Simulation Operations team to plan, deliver, and assess a pilot tele-OSCE (objective structured clinical examination). Results: In postevent debriefs and surveys, both standardized patients and students affirmed that the activity was generally safe, accessible, and high value. Conclusion: With appropriate planning, consensus building, and technology readiness assessment, tele-OSCEs can play a critical role in sustaining the flow of health care students into the workforce during a pandemic. [J Nurs Educ. 2022;61(2):107-110.]
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U2 - 10.3928/01484834-20211128-01
DO - 10.3928/01484834-20211128-01
M3 - Article
C2 - 35112945
AN - SCOPUS:85123973473
SN - 0148-4834
VL - 61
SP - 107
EP - 110
JO - Journal of Nursing Education
JF - Journal of Nursing Education
IS - 2
ER -