Mock oral board examination in nurse anesthesia education

Barry N. Swerdlow, Lisa Osborne-Smith, Lisa J. Hatfield, Tatum L. Korin, Sarah K. Jacobs

Research output: Contribution to journalArticlepeer-review

Abstract

Background: Despite its widespread use in anesthesia residency training, mock oral board examinations (MOBEs) are not included in the pedagogy of most nurse anesthesia programs (NAPs). A small-scale study was conducted to assess the use of MOBEs in this setting. Method: The investigational cohort consisted of 10 second-year students in a master's program in nurse anesthesia. MOBEs were scored according to a common rubric, and final scores were reconciled by raters. Responses from pretest and posttest questionnaires, as well as scoring data, were analyzed. Results: MOBEs were administered in a problem-free manner to nurse anesthesia students and was perceived by these students as a valuable addition to their curriculum. There was pass-fail agreement among the raters related to clinical analysis, fund of knowledge, and communication skills, and the scoring was characterized by elements of internal consistency. Conclusion: MOBEs are feasible in an NAP, and well accepted by students. MOBEs have significant evaluative potential in this setting.

Original languageEnglish (US)
Pages (from-to)229-234
Number of pages6
JournalJournal of Nursing Education
Volume60
Issue number4
DOIs
StatePublished - Apr 2021
Externally publishedYes

ASJC Scopus subject areas

  • Nursing(all)
  • Education

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