Differences between students and professors in difficulty, stress and performance in a nursing Objective Structured Clinical Examination (OSCE)

The aim of the present research was to analyze those elements could influence on the learning process of the students, and the evaluation process of professors, during the development of clinical practices. For that, we analyze differences on the perception of difficulty, stress, and academic perfor...

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Autores:: Sánchez Conde, Paula
Clemente Suárez, Vicente Javier

Tipo de recurso:: Article of journal

Fecha de publicación:: 2021

Institución:: Corporación Universidad de la Costa

Repositorio:: REDICUC - Repositorio CUC

Idioma:: eng

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network_name_str	REDICUC - Repositorio CUC
repository_id_str
dc.title.spa.fl_str_mv	Differences between students and professors in difficulty, stress and performance in a nursing Objective Structured Clinical Examination (OSCE)
title	Differences between students and professors in difficulty, stress and performance in a nursing Objective Structured Clinical Examination (OSCE)
spellingShingle	Differences between students and professors in difficulty, stress and performance in a nursing Objective Structured Clinical Examination (OSCE) OSCE Perceptions Nursing Students Professors
title_short	Differences between students and professors in difficulty, stress and performance in a nursing Objective Structured Clinical Examination (OSCE)
title_full	Differences between students and professors in difficulty, stress and performance in a nursing Objective Structured Clinical Examination (OSCE)
title_fullStr	Differences between students and professors in difficulty, stress and performance in a nursing Objective Structured Clinical Examination (OSCE)
title_full_unstemmed	Differences between students and professors in difficulty, stress and performance in a nursing Objective Structured Clinical Examination (OSCE)
title_sort	Differences between students and professors in difficulty, stress and performance in a nursing Objective Structured Clinical Examination (OSCE)
dc.creator.fl_str_mv	Sánchez Conde, Paula Clemente Suárez, Vicente Javier
dc.contributor.author.spa.fl_str_mv	Sánchez Conde, Paula Clemente Suárez, Vicente Javier
dc.subject.spa.fl_str_mv	OSCE Perceptions Nursing Students Professors
topic	OSCE Perceptions Nursing Students Professors
description	The aim of the present research was to analyze those elements could influence on the learning process of the students, and the evaluation process of professors, during the development of clinical practices. For that, we analyze differences on the perception of difficulty, stress, and academic performance between students and teachers in a nursing Objective Structured Clinical Examination (OSCE). We analyze the different perceptions in 41 s-year nursing degree students (20.1 ± 2.3 years; 29 females and 12 males) and 21 nursing degree professors (39.1 ± 4.2 years) of the different scenarios that compose the OSCE, that were: BP+EKG, venipuncture, CPR, nutritional assessment, respiratory assessment, mobilization, and interprofessional scenario. After the statistical analysis we found that professors presented higher difficulty perceptions of venopunction, cardio-pulmonary resuscitation (CPR), and nutritional evaluation, as well as higher academic performance perception on all scenarios except nutritional evaluation than students. Students showed higher stress perceptions on venopunction, respiratory evaluation, mobility and interprofessional scenarios, as well as higher academic perception on nutritional evaluation than teachers. Professors presented higher difficulty and academic performance perceptions than students, and stress perception varies depending on the OSCE station between professors and students.
publishDate	2021
dc.date.accessioned.none.fl_str_mv	2021-09-02T18:50:56Z
dc.date.available.none.fl_str_mv	2021-09-02T18:50:56Z
dc.date.issued.none.fl_str_mv	2021
dc.type.spa.fl_str_mv	Artículo de revista
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dc.identifier.doi.spa.fl_str_mv	https://doi.org/10.1016/j.physbeh.2021.113502
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identifier_str_mv	Corporación Universidad de la Costa REDICUC - Repositorio CUC
dc.language.iso.none.fl_str_mv	eng
language	eng
dc.relation.references.spa.fl_str_mv	V. Álvarez, E. García, J. Gil, S. Romero, J. Correa Enseñanza en la universidad: percepciones de profesores y alumnos Revis. de Educaci., 328 (2002), pp. 303-323 A. Bellido, P. Ruisoto, A. Beltran-Velasco, V.J. Clemente-Suarez. State of the art on the use of portable digital devices to assess stress in humans J. Med. Syst., 42 (2018), p. 100, 10.1007/s10916-018-0955-0 A. Bellido-Esteban, A.I. Beltrán-Velasco, P. Ruisoto-Palomera, P.T. Nikolaidis, B. Knechtle, V.J. Clemente-Suárez The effect of psychology objective structured clinical examination scenarios presentation order on students autonomic stress response Front. Psychol., 12 (2021), p. 931 A.I. Beltrán-Velasco, P. Ruisoto-Palomera, A. Bellido-Esteban, M. Garcia-Mateos, V.J. Clemente-Suárez Analysis of psychophysiological stress response in higher education students undergoing clinical practice evaluation J. Med. Syst., 43 (2019), p. 68, 10.1007/s10916-019-1187-7 A.I. Beltrán-Velasco, A. Bellido-Esteban, P. Ruisoto-Palomera, V.J. Clemente-Suárez Use of portable digital devices to analyze autonomic stress response in psychology objective structured clinical examination J. Med. Syst., 42 (2) (2018), pp. 1-6 S. Billeter-Koponen, L. Fredén Long-term stress, burnout and patient-nurse relations: qualitative interview study about nurses´experiences Scandinav. J. Cari. Sci., 19 (1) (2005), pp. 20-27 E. Bitsika, G. Karlis, N. Iacovidou, M. Georgiou, P. Kontodima, Z. Vardaki, T. Xanthos Comparative analysis of two venipuncture learning methods on nursing students Nurse Educ. Today, 34 (1) (2014), pp. 15-18 F. Buscá, E. Rivera, C. Trigueros La credibilitat dels sistemes d'avaluació formativa en la formació inicial del professorat d'educació física Temps d'Educació, 43 (2012), pp. 167-184 J.L. Cabanillas, R. Luengo, J.L. Torres Diferencias de actitud hacia las tic en la formación profesional en entornos presenciales y virtuales (plan @vanza). pixel-bit Revista de Medios y Educación, 55 (2019), pp. 37-55, 10.12795/pixelbit.2019.i55.03 Mª.E. Cano García La evaluación por competencias en la educación superior Profesor.. Revis. de Currícul. y Formaci. de Profesor., 12 (3) (2008), pp. 1-16 ISSN: 1138-414XGranada, España V.J. Clemente-Suárez, A.I. Beltrán-Velasco, A. Bellido-Esteban, P. Ruisoto-Palomera Autonomic adaption to clinical simulation in psychology students: teaching applications Appl. Psychophysiol. Biofeed., 43 (2018), pp. 239-245, 10.1007/s10484-018-9404-6 V.J. Clemente-Suárez, D.J. Ramos-Campo, J. Mielgo-Ayuso, A.A. Dalamitros, P.A. Nikolaidis, A. Hormeño-Holgado, J.F. Tornero-Aguilera Nutrition in the actual covid-19 pandemic. a narrative review Nutrient., 13 (6) (2021), p. 1924 M. Corvetto, et al. Simulación en educación médica: una sinopsis Revis. Médica de Chile, 141 (1) (2013), pp. 70-79, 10.4067/S0034-98872013000100010 R. Duff, G. Gardiner, M. Barnes The impact of surgical ward nurses practising respiratory assessment on positive patient outcomes Aus. J. Advance. Nursi., 24 (4) (2007), p. 52 The S.M. Farias, O.L. Teixeira, W. Moreira, M.A. Oliveira, M.O. Pereira Characterization of the physical symptoms of stress in the emergency health care team Revis.da Esco. de Enfermag. da USP, 45 (3) (2011), pp. 722-729 C.C. Grobbel The importance of reflective practice in nursing Int. J. Cari. Sci., 6 (3) (2013), p. 319 C. Gutiérrez-García, A. Pérez-Pueyo, M. Pérez-Gutiérrez Percepciones de profesores, alumnos y egresados sobre los sistemas de evaluación en estudios universitarios de formación del profesorado de educación física Ágora Para La EF Y El Deporte, 15 (2) (2013), pp. 130-151 J. Mateo, D. Vlachopoulos Evaluación en la universidad en el contexto de un nuevo paradigma para la educación superior Educación XX1, 16 (2) (2013), pp. 183-208, 10.5944/educxx1.16.2.2639 D. Mendoza-Castejón, V.J. Clemente-Suárez Psychophysiological stress markers and behavioural differences between rural and city primary school students Int. J. Environ. Res. Pub. Heal., 17 (9) (2020), p. 3157 M. Muñoz, et al. Percepciones del alumnado y profesorado en educación superior sobre la evaluación en formación inicial en educación física. retos. nuevas tendencias en educación física Deporte y Recreación, 32 (2017), pp. 76-81 T. Laws Examining critical care nurses´critical incident stress after in hospital cardiopulmonary resuscitation (cpr) Aus. Critic. Care, 14 (2) (2001), pp. 76-81 J. Palés Argullós El proceso de bolonia, más allá de los cambios estructurales: una visión desde la educación médica en españa REDU. Revis. de Docen. Universita., 10 (2012), pp. 35-53 ISSN: 1887-4592 A. Ramírez-Adrados, S. Fernández-Martínez, B. Martínez-Pascual, C. Gonzalez-de-Ramos, V.E. Fernández-Elías, V.J. Clemente-Suárez Psychophysiological stress response of physiotherapy last year students in his final degree dissertation Physiol. Behav., 222 (2020), Article 112928 A. Ramírez-Adrados, B. Martínez-Pascual, C. Gonzalez-de-Ramos, S. Fernández-Martínez, V.E. Fernández-Elías, V.J. Clemente-Suárez The impact of nationality on the psychophysiological stress response and academic fulfilment in the final degree dissertation Int. J. Environ. Res. Pub. Heal., 18 (8) (2021), p. 4035 A. Ramírez-Adrados, A.I. Beltrán-Velasco, C. Gonzalez-de-Ramos, S. Fernández-Martínez, B. Martínez-Pascual, V.E. Fernández-Elías, V.J. Clemente-Suárez The effect of final dissertation defense language, native vs. non-native, in the psychophysiological stress response of university students Physiol. Behav., 224 (2020), Article 113043 L. Redondo-Flórez, J.F. Tornero-Aguilera, D.J. Ramos-Campo, V.J. Clemente-Suárez Gender differences in stress-and burnout-related factors of university professors Biomed. Res. Int., 2020 (2020), 10.1155/2020/6687358 L. Redondo-Flórez, J. Fernández-Lucas, V.J. Clemente-Suárez Cultural differences in stress-related psychological, nutrition, physical activity and oral health factors of professors Nutrient., 12 (12) (2020), p. 3644 P. Sánchez-Conde, A.I. Beltrán-Velasco, V.J. Clemente-Suárez Influence of psychological profile in autonomic response of nursing students in their first hospital clinical stays Physiol. Behav., 207 (2019), pp. 99-103 P. Sánchez-Conde, V.J. Clemente-Suárez Autonomic stress response of nurse students in an objective structured clinical examination (osce) Sustainability., 13 (11) (2021), p. 5803, 10.3390/su13115803 C. Vaillancourt, A. Verma, J. Trickett, D. Crete, T. Beaudoin, L. Nesbitt, I.G. Stiell Evaluating the effectiveness of dispatch-assisted cardiopulmonary resuscitation instructions Academi. Emergen. Medici., 14 (10) (2007), pp. 877-883 L. Villardón Evaluación del aprendizaje para promover el desarrollo de competencias Educatio Siglo XXI, 24, Universidad de Deusto (2006), pp. 57-76
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spelling	Sánchez Conde, PaulaClemente Suárez, Vicente Javier2021-09-02T18:50:56Z2021-09-02T18:50:56Z2021https://hdl.handle.net/11323/8610https://doi.org/10.1016/j.physbeh.2021.113502Corporación Universidad de la CostaREDICUC - Repositorio CUChttps://repositorio.cuc.edu.co/The aim of the present research was to analyze those elements could influence on the learning process of the students, and the evaluation process of professors, during the development of clinical practices. For that, we analyze differences on the perception of difficulty, stress, and academic performance between students and teachers in a nursing Objective Structured Clinical Examination (OSCE). We analyze the different perceptions in 41 s-year nursing degree students (20.1 ± 2.3 years; 29 females and 12 males) and 21 nursing degree professors (39.1 ± 4.2 years) of the different scenarios that compose the OSCE, that were: BP+EKG, venipuncture, CPR, nutritional assessment, respiratory assessment, mobilization, and interprofessional scenario. After the statistical analysis we found that professors presented higher difficulty perceptions of venopunction, cardio-pulmonary resuscitation (CPR), and nutritional evaluation, as well as higher academic performance perception on all scenarios except nutritional evaluation than students. Students showed higher stress perceptions on venopunction, respiratory evaluation, mobility and interprofessional scenarios, as well as higher academic perception on nutritional evaluation than teachers. Professors presented higher difficulty and academic performance perceptions than students, and stress perception varies depending on the OSCE station between professors and students.Sánchez Conde, PaulaClemente Suárez, Vicente Javierapplication/pdfengAttribution-NonCommercial-NoDerivatives 4.0 Internationalhttp://creativecommons.org/licenses/by-nc-nd/4.0/info:eu-repo/semantics/openAccesshttp://purl.org/coar/access_right/c_abf2Physiology & Behaviorhttps://www.sciencedirect.com/science/article/abs/pii/S003193842100192XOSCEPerceptionsNursingStudentsProfessorsDifferences between students and professors in difficulty, stress and performance in a nursing Objective Structured Clinical Examination (OSCE)Artículo de revistahttp://purl.org/coar/resource_type/c_6501http://purl.org/coar/resource_type/c_2df8fbb1Textinfo:eu-repo/semantics/articlehttp://purl.org/redcol/resource_type/ARTinfo:eu-repo/semantics/acceptedVersionV. Álvarez, E. García, J. Gil, S. Romero, J. Correa Enseñanza en la universidad: percepciones de profesores y alumnos Revis. de Educaci., 328 (2002), pp. 303-323A. Bellido, P. Ruisoto, A. Beltran-Velasco, V.J. Clemente-Suarez. State of the art on the use of portable digital devices to assess stress in humans J. Med. Syst., 42 (2018), p. 100, 10.1007/s10916-018-0955-0A. Bellido-Esteban, A.I. Beltrán-Velasco, P. Ruisoto-Palomera, P.T. Nikolaidis, B. Knechtle, V.J. Clemente-Suárez The effect of psychology objective structured clinical examination scenarios presentation order on students autonomic stress response Front. Psychol., 12 (2021), p. 931A.I. Beltrán-Velasco, P. Ruisoto-Palomera, A. Bellido-Esteban, M. Garcia-Mateos, V.J. Clemente-Suárez Analysis of psychophysiological stress response in higher education students undergoing clinical practice evaluation J. Med. Syst., 43 (2019), p. 68, 10.1007/s10916-019-1187-7A.I. Beltrán-Velasco, A. Bellido-Esteban, P. Ruisoto-Palomera, V.J. Clemente-Suárez Use of portable digital devices to analyze autonomic stress response in psychology objective structured clinical examination J. Med. Syst., 42 (2) (2018), pp. 1-6S. Billeter-Koponen, L. Fredén Long-term stress, burnout and patient-nurse relations: qualitative interview study about nurses´experiences Scandinav. J. Cari. Sci., 19 (1) (2005), pp. 20-27E. Bitsika, G. Karlis, N. Iacovidou, M. Georgiou, P. Kontodima, Z. Vardaki, T. Xanthos Comparative analysis of two venipuncture learning methods on nursing students Nurse Educ. Today, 34 (1) (2014), pp. 15-18F. Buscá, E. Rivera, C. Trigueros La credibilitat dels sistemes d'avaluació formativa en la formació inicial del professorat d'educació física Temps d'Educació, 43 (2012), pp. 167-184J.L. Cabanillas, R. Luengo, J.L. Torres Diferencias de actitud hacia las tic en la formación profesional en entornos presenciales y virtuales (plan @vanza). pixel-bit Revista de Medios y Educación, 55 (2019), pp. 37-55, 10.12795/pixelbit.2019.i55.03Mª.E. Cano García La evaluación por competencias en la educación superior Profesor.. Revis. de Currícul. y Formaci. de Profesor., 12 (3) (2008), pp. 1-16 ISSN: 1138-414XGranada, EspañaV.J. Clemente-Suárez, A.I. Beltrán-Velasco, A. Bellido-Esteban, P. Ruisoto-Palomera Autonomic adaption to clinical simulation in psychology students: teaching applications Appl. Psychophysiol. Biofeed., 43 (2018), pp. 239-245, 10.1007/s10484-018-9404-6V.J. Clemente-Suárez, D.J. Ramos-Campo, J. Mielgo-Ayuso, A.A. Dalamitros, P.A. Nikolaidis, A. Hormeño-Holgado, J.F. Tornero-Aguilera Nutrition in the actual covid-19 pandemic. a narrative review Nutrient., 13 (6) (2021), p. 1924M. Corvetto, et al. Simulación en educación médica: una sinopsis Revis. Médica de Chile, 141 (1) (2013), pp. 70-79, 10.4067/S0034-98872013000100010R. Duff, G. Gardiner, M. Barnes The impact of surgical ward nurses practising respiratory assessment on positive patient outcomes Aus. J. Advance. Nursi., 24 (4) (2007), p. 52 TheS.M. Farias, O.L. Teixeira, W. Moreira, M.A. Oliveira, M.O. Pereira Characterization of the physical symptoms of stress in the emergency health care team Revis.da Esco. de Enfermag. da USP, 45 (3) (2011), pp. 722-729C.C. Grobbel The importance of reflective practice in nursing Int. J. Cari. Sci., 6 (3) (2013), p. 319C. Gutiérrez-García, A. Pérez-Pueyo, M. Pérez-Gutiérrez Percepciones de profesores, alumnos y egresados sobre los sistemas de evaluación en estudios universitarios de formación del profesorado de educación física Ágora Para La EF Y El Deporte, 15 (2) (2013), pp. 130-151J. Mateo, D. Vlachopoulos Evaluación en la universidad en el contexto de un nuevo paradigma para la educación superior Educación XX1, 16 (2) (2013), pp. 183-208, 10.5944/educxx1.16.2.2639D. Mendoza-Castejón, V.J. Clemente-Suárez Psychophysiological stress markers and behavioural differences between rural and city primary school students Int. J. Environ. Res. Pub. Heal., 17 (9) (2020), p. 3157M. Muñoz, et al. Percepciones del alumnado y profesorado en educación superior sobre la evaluación en formación inicial en educación física. retos. nuevas tendencias en educación física Deporte y Recreación, 32 (2017), pp. 76-81T. Laws Examining critical care nurses´critical incident stress after in hospital cardiopulmonary resuscitation (cpr) Aus. Critic. Care, 14 (2) (2001), pp. 76-81J. Palés Argullós El proceso de bolonia, más allá de los cambios estructurales: una visión desde la educación médica en españa REDU. Revis. de Docen. Universita., 10 (2012), pp. 35-53 ISSN: 1887-4592A. Ramírez-Adrados, S. Fernández-Martínez, B. Martínez-Pascual, C. Gonzalez-de-Ramos, V.E. Fernández-Elías, V.J. Clemente-Suárez Psychophysiological stress response of physiotherapy last year students in his final degree dissertation Physiol. Behav., 222 (2020), Article 112928A. Ramírez-Adrados, B. Martínez-Pascual, C. Gonzalez-de-Ramos, S. Fernández-Martínez, V.E. Fernández-Elías, V.J. Clemente-Suárez The impact of nationality on the psychophysiological stress response and academic fulfilment in the final degree dissertation Int. J. Environ. Res. Pub. Heal., 18 (8) (2021), p. 4035A. Ramírez-Adrados, A.I. Beltrán-Velasco, C. Gonzalez-de-Ramos, S. Fernández-Martínez, B. Martínez-Pascual, V.E. Fernández-Elías, V.J. Clemente-Suárez The effect of final dissertation defense language, native vs. non-native, in the psychophysiological stress response of university students Physiol. Behav., 224 (2020), Article 113043L. Redondo-Flórez, J.F. Tornero-Aguilera, D.J. Ramos-Campo, V.J. Clemente-Suárez Gender differences in stress-and burnout-related factors of university professors Biomed. Res. Int., 2020 (2020), 10.1155/2020/6687358L. Redondo-Flórez, J. Fernández-Lucas, V.J. Clemente-Suárez Cultural differences in stress-related psychological, nutrition, physical activity and oral health factors of professors Nutrient., 12 (12) (2020), p. 3644P. Sánchez-Conde, A.I. Beltrán-Velasco, V.J. Clemente-Suárez Influence of psychological profile in autonomic response of nursing students in their first hospital clinical stays Physiol. Behav., 207 (2019), pp. 99-103P. Sánchez-Conde, V.J. Clemente-Suárez Autonomic stress response of nurse students in an objective structured clinical examination (osce) Sustainability., 13 (11) (2021), p. 5803, 10.3390/su13115803C. Vaillancourt, A. Verma, J. Trickett, D. Crete, T. Beaudoin, L. Nesbitt, I.G. Stiell Evaluating the effectiveness of dispatch-assisted cardiopulmonary resuscitation instructions Academi. Emergen. Medici., 14 (10) (2007), pp. 877-883L. Villardón Evaluación del aprendizaje para promover el desarrollo de competencias Educatio Siglo XXI, 24, Universidad de Deusto (2006), pp. 57-76PublicationORIGINALDifferences between students and professors in difficulty.pdfDifferences between students and professors in difficulty.pdfapplication/pdf110343https://repositorio.cuc.edu.co/bitstreams/03924aff-da42-4d88-b1e1-aec5932f7625/download2e0b47c8ef2829aac980449379102f18MD51CC-LICENSElicense_rdflicense_rdfapplication/rdf+xml; charset=utf-8805https://repositorio.cuc.edu.co/bitstreams/0ed0a7b0-a6b0-425b-89f7-4c69baad458c/download4460e5956bc1d1639be9ae6146a50347MD52LICENSElicense.txtlicense.txttext/plain; charset=utf-83196https://repositorio.cuc.edu.co/bitstreams/3aacb149-ac21-45f1-a16a-04d1c8d929e8/downloade30e9215131d99561d40d6b0abbe9badMD53THUMBNAILDifferences between students and professors in difficulty.pdf.jpgDifferences between students and professors in 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Differences between students and professors in difficulty, stress and performance in a nursing Objective Structured Clinical Examination (OSCE)

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