客觀結構式臨床測試於護理教育之應用

客觀結構式臨床測試（Objective Structured Clinical Examination, OSCE）自1975年開始使用於評量醫學生的臨床技術及能力後，也廣泛應用於健康照護專業，包括護理。本文透過一些文獻的回顧，陳述OSCE在護理教育上的發展，也討論一些OSCE 應用於評估護理學生時重要的議題，包括需要更完善的硬體、軟體規劃，當設計新的OSCE考題時，需要與評量目的相吻合，且須經過前趨測試；對於評分表和及格標準的審議、考試時間的安排、考站的規劃、標準化病人的培訓，以及成果評量都需要互相配合，才能增加該OSCE結果的信效度。結論是OSCE用於評價護理學生的臨床能力已成為非常重要及優良的方法，但若單一使用於評量其臨床能力時，則需要非常謹慎，必須確認是否符合能測出預期測量的目標。本文希望可以作為一個基礎，提供相關護理教育體系進行OSCE 之參考，共同合作以提供護理學生更佳之學習及評量效果。

關鍵字

客觀結構式臨床測試；護生；護理教育

並列摘要

Developed in 1975, the Objective Structured Clinical Examination (OSCE), was an examination that originally designed to evaluate medical students' clinical competencies. It has been adapted and applied to other disciplines in health care such as nursing. This narrative review article briefly describes the historical developments of OSCE in nursing education as well as the current applications in the evaluations of nursing students. Several key elements for a successful implementation of the OSCE in nursing were identified which include a careful design of the OSCE and proper changes of students' performances after the test. In the OSCE, several OSCE stations are designed in advance with a small scenario in each station to measure students' responses, nursing or critical thinking skills, planning or patient instructions. For the OSCE to be successful, competencies should be tailored to meet with student's expected level. When a new OSCE is designed, researchers recommend matching students' competencies with their grade level and pre-test its accuracy before the exam day. In addition, for the OSCE results to be reliable, grading system, passing point, time frame allowed for the test, classroom arrangement, faculty and student ratio and standardized patient's responses should be planned in advance. In conclusion, the OSCE is a very important tool that is widely used in the evaluation of nursing students. However, it needs to be use with caution. Accuracy to the competency that was measured needs to be evaluated. We hope this article can provide some information for further development in nursing curricular.

並列關鍵字

OSCE ； nursing students ； nursing education

被引用紀錄

林淑君、曾明晰、鍾芬芳（2021）。某科大二年制護理系學生OSCE後設認知策略之詮釋現象學探究。源遠護理，15(3)，45-53。https://doi.org/10.6530/YYN.202111_15(3).0007

李香君、張媚、周汎澔、蔣宜倩、朱宗藍、蕭雅竹（2021）。護理學校客觀結構式臨床測驗資源分析。長庚護理，32(2)，1-13。https://doi.org/10.6386/CGN.202106_32(2).0001

蔡麗紅（2018）。實施「客觀結構式臨床技能測驗－整合型長站設計」於護理系臨床實作組之實驗。長庚科技學刊，(28)，29-45。https://doi.org/10.6192/CGUST.201806_(28).5

林貞余（2018）。線上客觀結構式影像測試於提升護理人員給藥自我效能與辨認給藥錯誤行為之成效〔碩士論文，國立成功大學〕。華藝線上圖書館。https://www.airitilibrary.com/Article/Detail?DocID=U0026-0006202200000105

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客觀結構式臨床測試於護理教育之應用

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