This paper presents an innovation to educational practice in the delivery of the assessment feedback to qualified nurses undertaking an objective structured clinical examination (OSCE). The OSCE was part of a continuing professional development course in leg ulcer management at one university. OSCEs are used worldwide in health education to assess clinical skills (Harrison et al. 2008). However they are complex resource intensive and can be anxiety producing for students so their use should be considered carefully (Byrne and Smyth 2008 Baid 2011 Meskell et al. 2015 Killingley and Dyson 2016 ). When used effectively OSCEs can support learning but teachers must ensure that students receive essential assessment feedback (Jonsson 2012). On this accredited course as part of the summative assessment students were only previously given limited assessment feedback from the OSCE in the form of a grade. If the students requested or required detailed feedback this was given via a tutorial meeting which was resource intensive for both staff and students. However as effective feedback is recognised as essential for effective learning in higher education (Jonsson 2011 and Ashby et al 2016) an innovation in assessment feedback was sought which would both meet the students’ needs and reduce the impact on resources (Harrison et al. 2008 Meskell et al. 2015).
