Sharvan P Muhammad, Ullas Anju, Vasanth Indumathi
Department of Medical Surgical Nursing, Yenepoya Nursing College, Yenepoya (Deemed to be University), Mangaluru, Karnataka, India.
J Educ Health Promot. 2024 Jul 5;13:178. doi: 10.4103/jehp.jehp_1511_23. eCollection 2024.
Objective structured practical examination (OSPE) and traditional practical examination (TPE) are two different methods used to evaluate the theoretical and practical skills among students. The present study assessed the attitude and level of satisfaction of undergraduate nursing students toward OSPE and TPE.
A comparative research design study was conducted at Yenepoya Nursing College in 2022. The samples were 4 year B.Sc nursing students who have experienced both types of examination system and are selected by using the non-probability purposive sampling technique. The selected 102 students are further divided into two groups (51 students in each group) by the chit method: one group for assessing the attitude and level of satisfaction toward OSPE and the other group for assessing the attitude and level of satisfaction toward TPE. The tools used were demographic proforma, structured attitude, and satisfaction scale. The collected categorical data were represented as frequency and percentage, and quantitative data are represented in terms of mean and standard deviation. The Mann-Whitney U test was used to compare the attitude and level of satisfaction between the two groups.
The majority [32 (65.7%)] of the participants had positive attitude toward the OSPE, and the majority [30 (61.5%)] of the samples had neutral attitude toward TPE. Most of the students [27 (55.3%)] had a good level of satisfaction toward the OSPE. The majority [28 (56.3%)] of the samples had an average level of satisfaction toward TPE. The median of attitude score was 48.32 with 3.35 inter-quartile range (IQR) on OSPE and 44.40 with 3.35 IQR on TPE. The median of level of satisfaction was 50.95 with 1.69 IQR on OSPE and 46.05 with 1.69 IQR on TPE.
The study concluded that the students have positive attitude and a good level of satisfaction toward OSPE and neutral attitude and an average level of satisfaction toward TPE. The results provide important implications for choosing a different examination strategy and increasing the standard for the educational and evaluation systems.
客观结构化实践考试（OSPE）和传统实践考试（TPE）是用于评估学生理论和实践技能的两种不同方法。本研究评估了本科护理专业学生对OSPE和TPE的态度及满意度水平。
2022年在叶内波亚护理学院进行了一项比较研究设计。样本为经历过两种考试系统的四年制护理学学士学生，采用非概率目的抽样技术选取。通过抽签法将选定的102名学生进一步分为两组（每组51名学生）：一组用于评估对OSPE的态度及满意度水平，另一组用于评估对TPE的态度及满意度水平。使用的工具包括人口统计学表格、结构化态度和满意度量表。收集的分类数据以频率和百分比表示，定量数据以均值和标准差表示。采用曼-惠特尼U检验比较两组之间的态度及满意度水平。
大多数参与者[32名（65.7%）]对OSPE持积极态度，大多数样本[30名（61.5%）]对TPE持中立态度。大多数学生[27名（55.3%）]对OSPE的满意度较高。大多数样本[28名（56.3%）]对TPE的满意度为中等水平。OSPE态度得分中位数为48.32，四分位间距（IQR）为3.35；TPE态度得分中位数为44.40，IQR为3.35。OSPE满意度水平中位数为50.95，IQR为1.69；TPE满意度水平中位数为46.05，IQR为1.69。
该研究得出结论，学生对OSPE持积极态度且满意度较高，对TPE持中立态度且满意度为中等水平。研究结果为选择不同的考试策略及提高教育和评估系统标准提供了重要启示。
