i want nursing action and rationale for the two sections i have not performed well in my OSCE, how can i do well in performing A to G assessment and pathophysiology questions and how can i master in...

Reflection on Objective Structured Clinical Examination (OSCE) performance by
PRABHJOT RANGPURI, 12739203

Description

(100 words)

Describing OSCE performance is itself a new learning experience. Students were to be given 60 minutes in total to perform 3 activities. Writer was given to start with clinical activity in which she showed her skills by attempting it perfectly on time. Straight after the timer started for medication calculation and the writer could not attempt all the 15 complex mathematical calculation of drugs. And then last section, performing A to G assessment recommended the need to understand underlying pathophysiology to be able to compare the abnormality after observing the vital signs on a patient. It all took place under the assessor’s supervision.

Feelings

(100 words)

Reflection on OSCE will guide the students how to perform better in future OSCEs (Muddler 2018). Students need to complete three components in OSCE, so there would be an obvious curiosity that what would be given to start and end. Time management might be the greatest fear of students. More than this, students were scared for OSCE as it accounted for 35% of the subject. Even after thorough revision and practice in skills, students stated to be lacking assurance of their ability to perform best in OSCE. Students had anxieties about the section they were least prepared for. After attempting OSCE, students looked confused about how they performed in OSCE and mentioned that they could not do very well as expected.

Evaluation

(150 words)

Writer could not attempt all 15 questions and out of 12 attempted, 11 were correct so could not meet the required 100% score in medication calculation. A to G assessment could not be performed well in the given time limit as the questions required the students to think critically and logically to master in that section. Also, the writer felt distracted because of other students in the room and could not focus. Out of three options for clinical activity, writer was randomly assigned to prime an IV line on a patient in which she comes out to perform impressively well. Priming an IV line would be done in a perfect manner and credit should be given to the practice labs.

Analysis

(200 words)

OSCE seemed as a personal reality-based example to learn from and perform better in future simulations (Muddler 2018). To obtain the required 100% score and to be able to attempt all the questions for medication calculations, more practice is needed. Practice to apply right formulas and learning the conversions will help the students to get the better scores. As calculating correct dose of a medication is indispensable part of nursing, it is very important that the nursing students should be assisted with how to master in calculations to avoid mistakes in their future nursing careers. Students realised that this simulation has made clear that in which aspects of their learnings they should put more efforts to be successful nurses. A to G section linked more to the pathophysiology which would not be expected by the students and most of the marks appeared to be deducted in this part. Students need to be very reasonable for the observations recorded for the vital signs to answer the A-G component. Out of 20 questions, 15 questions could be answered by critically thinking so the emphasis must be given on understanding the current patient situation by comparing with normal body conditions.

Conclusion

(200 words)

By no doubt, biology of the diseases must be on the tips so that the students can reason for what they observe by clearing that they have a sound knowledge-based evidence behind their practice. Gibbs reflective cycle is very useful for students who participate simulations like OSCE so that they can realise their mistakes and can learn from them (Muddler 2018). And not only for the students but the professional nurses can also use the Gibbs Reflective Cycle Model so that they can evaluate the mistakes and effectively reflect on the complex situations in daily nursing practice and can bring significant changes in future nursing (Gibbs 1988). This reflective model has the potential to upgrade the future nursing goals. For students, this reflective framework gives a sound knowledge of their experiences and provides a sound proof to learn from the errors and misinterpretations made in previous exams. The students tend to learn how to manage time and attempt 100%. Students need to focus on what they are doing. While working professionally as nurses, there would be many distractions which can cause errors in practice. So, the OSCE proved as an example how to cope with distractions.

Action Plan

(250 words)

Nursing Action

Rationale

Nursing Action

Rationale

Reflection on Objective Structured Clinical Examination (OSCE) performance by
PRABHJOT RANGPURI, 12739203

Description

(100 words)

Describing OSCE performance is itself a new learning experience. Students were to be given 60 minutes in total to perform 3 activities. Writer was given to start with clinical activity in which she showed her skills by attempting it perfectly on time. Straight after the timer started for medication calculation and the writer could not attempt all the 15 complex mathematical calculation of drugs. And then last section, performing A to G assessment recommended the need to understand underlying pathophysiology to be able to compare the abnormality after observing the vital signs on a patient. It all took place under the assessor’s supervision.

Feelings

(100 words)

Reflection on OSCE will guide the students how to perform better in future OSCEs (Muddler 2018). Students need to complete three components in OSCE, so there would be an obvious curiosity that what would be given to start and end. Time management might be the greatest fear of students. More than this, students were scared for OSCE as it accounted for 35% of the subject. Even after thorough revision and practice in skills, students stated to be lacking assurance of their ability to perform best in OSCE. Students had anxieties about the section they were least prepared for. After attempting OSCE, students looked confused about how they performed in OSCE and mentioned that they could not do very well as expected.

Evaluation

(150 words)

Writer could not attempt all 15 questions and out of 12 attempted, 11 were correct so could not meet the required 100% score in medication calculation. A to G assessment could not be performed well in the given time limit as the questions required the students to think critically and logically to master in that section. Also, the writer felt distracted because of other students in the room and could not focus. Out of three options for clinical activity, writer was randomly assigned to prime an IV line on a patient in which she comes out to perform impressively well. Priming an IV line would be done in a perfect manner and credit should be given to the practice labs.

Analysis

(200 words)

OSCE seemed as a personal reality-based example to learn from and perform better in future simulations (Muddler 2018). To obtain the required 100% score and to be able to attempt all the questions for medication calculations, more practice is needed. Practice to apply right formulas and learning the conversions will help the students to get the better scores. As calculating correct dose of a medication is indispensable part of nursing, it is very important that the nursing students should be assisted with how to master in calculations to avoid mistakes in their future nursing careers. Students realised that this simulation has made clear that in which aspects of their learnings they should put more efforts to be successful nurses. A to G section linked more to the pathophysiology which would not be expected by the students and most of the marks appeared to be deducted in this part. Students need to be very reasonable for the observations recorded for the vital signs to answer the A-G component. Out of 20 questions, 15 questions could be answered by critically thinking so the emphasis must be given on understanding the current patient situation by comparing with normal body conditions.

Conclusion

(200 words)

By no doubt, biology of the diseases must be on the tips so that the students can reason for what they observe by clearing that they have a sound knowledge-based evidence behind their practice. Gibbs reflective cycle is very useful for students who participate simulations like OSCE so that they can realise their mistakes and can learn from them (Muddler 2018). And not only for the students but the professional nurses can also use the Gibbs Reflective Cycle Model so that they can evaluate the mistakes and effectively reflect on the complex situations in daily nursing practice and can bring significant changes in future nursing (Gibbs 1988). This reflective model has the potential to upgrade the future nursing goals. For students, this reflective framework gives a sound knowledge of their experiences and provides a sound proof to learn from the errors and misinterpretations made in previous exams. The students tend to learn how to manage time and attempt 100%. Students need to focus on what they are doing. While working professionally as nurses, there would be many distractions which can cause errors in practice. So, the OSCE proved as an example how to cope with distractions.

Action Plan

(250 words)

Nursing Action

Rationale

Nursing Action

Rationale