Assessment 2: OSCA Preparation Guide for Assessment, Diagnostics and Pharmacotherapeutics
Overview of Assessment 2: OSCA
Purpose: The OSCA (Objective Structured Clinical Assessment) simulates an authentic clinical scenario to evaluate students' ability to apply nursing knowledge, interpret clinical information, and provide safe, person-centred, and evidence-based nursing care.
Timing: Conducted during HSHS Session eight. Students must arrive prepared.
Assessment Focus: Demonstrates critical thinking, clinical reasoning, effective communication (with peers and patients), application of nursing knowledge and skills, and professional conduct.
Weighting: Equivalent to 35% of the overall course grade.
Duration: The performance is equivalent to a $10$-minute performance, assessing timely completion of skills with evidence-based detail.
Resources: All necessary information, including instructions and the marking feedback form, is available to prepare for the assessment.
Skills and Knowledge Assessed
HSHS Workshop Skills: The assessment will involve care and assessment of a person with complex care needs, based on skills learned in HSHS workshops (e.g., wound care, respiratory issues, cardiovascular issues).
ADP Theory: Students must understand the procedures and guidelines for potential assessments, as well as the associated ADP (Assessment, Diagnostics, and Pharmacotherapeutics) theory for assessment, intervention, and care planning.
Preparation Essentials: Students must read and understand assessment instructions and review the marking rubric to understand expectations under each Standard of Practice.
Feedback: Provided via Learn Online within 15 work days. Clarifications should be sought from the marking tutor.
Success Factors: Engagement with course material and learning activities, and attendance/engagement with HSHS workshops are vital.
Revision Strategies for OSCA
Active Practice in HSHS:
Practice assessment and care of patients, and necessary communications (interpersonal, interprofessional, written) during weekly HSHS sessions.
Utilize clinical practice guidelines provided in simulation spaces and course content.
Practice nursing assessment frameworks such as:
OPQRST for pain.
HIPPAs for cardiovascular or respiratory assessment.
Practice clinical documentation of assessment findings, interventions, and care plans.
Reflect on practice after each session.
Peer Testing: Work with peers to practice OSCA performance weekly based on clinical scenarios.
Self-Reflection: After practice, reflect on strengths, identify knowledge gaps, and determine areas for revision.
ADP Framework for Learning: Use Assessment, Diagnostics, and Pharmacotherapeutics as a framework to build nursing knowledge:
Pathophysiology: Understand the causes of presented signs and symptoms.
Nursing Assessment: Detail the patient's situation and background, and understand care priorities.
Diagnostics/Interventions: Determine necessary nursing interventions to manage priority patient needs.
Medications: Understand nursing considerations, e.g., monitoring requirements for prescribed medications.
Adult Learner Responsibility: While learning activities scaffold knowledge, adult learners are responsible for developing suitable revision methods.
Attendance & Theory: Attend all HSHS sessions; if missed, dedicate time to understand theory, which includes policy, procedure, and guidelines.
Practice Missed Skills: Practice any missed skills in subsequent HSHS sessions.
Professional Alignment: Recognize that nurses continuously learn new skills safely, within their scope of practice and confidence levels.
ISBAR Completion: Complete ISBAR for each patient on the HSHS ward to revise with depth and detail.
Systematic Assessment Strategies: Develop and practice systematic assessment strategies (e.g., ADP, HIPPAs, ISBAR).
Review Past Feedback: Review feedback from the 'Health of Adults OSCA' to identify strengths and areas for improvement (e.g., clarity of speech, mannequin interaction, documentation efficiency, care planning, rationale for nursing decisions).
This feedback is crucial for professional growth.
OSCA Assessment Process
Context: Similar structure to previous OSCAs, but differs in context: Assessment, Diagnostics, and Pharmacotherapeutics.
Standards Evaluated: Performance will be evaluated against Registered Nurse Standards for Practice:
Standard 1: Thinks critically and analyses nursing practice.
Standard 2: Engages in therapeutic and professional relationships.
Standard 4: Comprehensively conducts assessments.
Standard 5: Develops a plan of care.
Standard 6: Provides safe, evidence-based care.
This includes evaluating critical thinking, nursing knowledge, theory-to-practice links, effective communication, systematic skills, comprehensive/correct/person-centred approach, data analysis, intervention planning, and professional behaviours.
Pre-briefing: Arrive on time to the timetabled workshop. Pre-briefing will cover the day's process. Bring an ID card and wear appropriate UniSA attire.
Role Play Space: The A-side of the ward is set up for simulation. Students are strongly encouraged to role-play scenarios for revision, focusing on uncertain skills, policies, guidelines, or bedside charts.
Assessment Grouping: Students work in pairs but are assessed individually. HSH Educators will assist with pairing and addressing concerns.
Assessment Space: Inside, an HSH Educator leads the assessment, and a tutor summatively assesses, marks, and provides feedback.
Stage 1: Nursing Handover (Group)
Delivered by an HSHS educator, simulating taking over patient care on a morning shift.
Students can ask questions and discuss a nursing plan with their partner.
Access medical records and bedside charts for the simulated patient.
Make notes, formulate actual/potential problems, and identify relevant assessments or interventions. This information can be taken into the next stage.
Stage 2: Individual OSCA Performance (Two Parts)
Part A: Patient Assessment and Care: Perform assessment and provide care for the patient in minutes, including any documentation on the bedside chart.
Part B: Handover and Questions: Handover the patient's care (e.g., to a CRT, MET team, or senior nurse) and answer two questions about the assessment.
This stage is an extension of the performance, requiring critical information selection for a quick, relevant handover.
Questions allow demonstration of theory links, rationales, critical thinking, and reasoning.
Post-Assessment: Once completed, return to the A-side for quiet reflection. Avoid overthinking the assessment. Reflect on future placements and how the course prepared you.
Dismissal: Students must remain within the clinical space until dismissed by Triple HS staff.
Professional Responsibilities & Academic Integrity
Code of Conduct: UniSA students must comply with the Code of Conduct for students, and relevant aspects of the Code of Conduct for nurses.
Unprofessional Behaviour: Will be acknowledged and may result in dismissal and potential consequences.
Academic Integrity: Must be maintained for fairness to all students.
OSCA assessments are designed with academic integrity in mind; no two students will have the same assessment.
Mobile Devices: Do not access mobile devices until after leaving the HSHS ward, including the Level $6$ Corridor.
Discussion Restrictions: Do not discuss the assessment on campus, as overheard conversations might mislead others.
Consequences of Non-Compliance: Students found with phones during Session or discussing the OSCA after the fact may be referred to the Academic Integrity Office.
Phone Access for Personal Reasons: If necessary, leave the area to access your phone, after speaking with Triple HS staff to ensure safety.
Conclusion: Best wishes for revision and assessment. Feedback on the course is welcomed.