Featured Article A Pilot Study to Implement and Evaluate the Use of Objective Structured Clinical Examinations in an RN to BSN in Nursing Program Pamela Preston-Safarz, DNP, RN a, * , Beth Nachtsheim Bolick, DNP, PPCNP-BC, CPNP-AC b a Assistant Professor, Department of Nursing, Saint Anselm College, Manchester, NH 03031, USA b RWJF Executive Nurse Fellow, Professor and Director, Acute Care Pediatric Nurse Practitioner Program, Department of Women, Children, and Family Nursing, Rush University College of Nursing, Chicago, IL 60612, USA KEYWORDS simulation; objective structured clinical examinations; OSCEs; online; hybrid; RN students; evaluation; summative Abstract Background: The structure of hybrid programs can lead to inconsistent learning and inability to evaluate student progress. The purpose was to determine whether the use of simulation and objective structured clinical examinations (OSCEs) would provide faculty the opportunity to evaluate skill attain- ment and students learning transfer. Method: To prepare students for OSCEs, simulation was integrated onto the content in the beginning of the course. At the end of the course, students returned for OSCEs. Student scores were analyzed, and student and/or faculty satisfaction was measured. Results: Overall, students were able to demonstrate mastery of content within the OSCEs format and student and faculty satisfaction was high. Conclusion: OSCEs offer an option for enhanced student learning and evaluation in hybrid RN to bachelor of science in nursing programs. Cite this article: Preston-Safarz, P., & Bolick, B. N. (2015, January). A pilot study to implement and evaluate the use of objective structured clinical examinations in an RN to BSN in nursing program. Clinical Simulation in Nursing, 11(1), 59-63. http://dx.doi.org/10.1016/j.ecns.2014.10.008. Ó 2015 International Nursing Association for Clinical Simulation and Learning. Published by Elsevier Inc. All rights reserved. The Institute of Medicine in its landmark report on The Future of Nursing called for increasing the percentage of baccalaureate-prepared nurses (bachelor of science nurses [BSNs]) in the workforce to 80% (IOM, 2010). In response to the need for more baccalaureate-prepared nurses and the specific learning needs of associate degree (ADN) RNs, many colleges are instituting hybrid and online RN to BSN programs. At a small New England college, the hybrid program requires students to be on campus for a number of classes. The majority of the curriculum is designed to facilitate student learning through guided readings, online PowerPoint pre- sentations, self-report of skill attainment, and online discus- sions rather than in-person didactic and seminar discussions. However, a problem was identified with the new curriculum. Clinical Simulation in Nursing (2015) 11, 59-63 www.elsevier.com/locate/ecsn * Corresponding author: psafarz@aol.com (P. Preston-Safarz). 1876-1399/$ - see front matter Ó 2015 International Nursing Association for Clinical Simulation and Learning. Published by Elsevier Inc. All rights reserved. http://dx.doi.org/10.1016/j.ecns.2014.10.008