Abstract
Background: Despite its widespread use in anesthesia residency training, mock oral board examinations (MOBEs) are not included in the pedagogy of most nurse anesthesia programs (NAPs). A small-scale study was conducted to assess the use of MOBEs in this setting. Method: The investigational cohort consisted of 10 second-year students in a master's program in nurse anesthesia. MOBEs were scored according to a common rubric, and final scores were reconciled by raters. Responses from pretest and posttest questionnaires, as well as scoring data, were analyzed. Results: MOBEs were administered in a problem-free manner to nurse anesthesia students and was perceived by these students as a valuable addition to their curriculum. There was pass-fail agreement among the raters related to clinical analysis, fund of knowledge, and communication skills, and the scoring was characterized by elements of internal consistency. Conclusion: MOBEs are feasible in an NAP, and well accepted by students. MOBEs have significant evaluative potential in this setting.
Original language | English (US) |
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Pages (from-to) | 229-234 |
Number of pages | 6 |
Journal | Journal of Nursing Education |
Volume | 60 |
Issue number | 4 |
DOIs | |
State | Published - Apr 2021 |
Externally published | Yes |
ASJC Scopus subject areas
- General Nursing
- Education