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Table 1 OSCE BPGs [14] and modifications made for the SIM activity, with examples

From: OSCE best practice guidelines—applicability for nursing simulations

Best practice guideline Modifications to the SIM activity
1. Focuses on aspects of practice related directly to the delivery of safe patient-centred care No change.
2. Includes practices which are most likely to be commonly and/or significantly encountered No change.
3. Will be judged via holistic marking guide to enhance both the rigour of assessment and reliability
Allows for judgement of students’ performance as a whole rather discrete independent actions
As the simulation was a formative learning activity, there was no marking guide.
However, debriefing strategies and trigger questions were used to connect performance with clinical practice.
4. Requires students to perform tasks in an integrated rather than piecemeal fashion by combining assessments of discrete skills in an authentic manner No change.
5. Will be structured and delivered in a manner which aligns directly with mastery of desired knowledge and skill No change.
6. Will be appropriately timed in the sequence of students’ learning to maximise assimilation and synthesis of disparate course content and to minimise the potential for students to adopt a piecemeal, superficial learning approach No change.
7. Allows for ongoing practice of integrated clinical assessment and intervention skills in a secure supportive environment thereby ensuring appropriate provision of feedback to guide students’ development Adequate opportunities for continued practice with feedback were included during or soon after each clinical tutorial class and during the debrief.
However, academics were made more aware of this aspect leading up to the SIM.