Volume 18, Number 1 (4-2008)                   J Holist Nurs Midwifery 2008, 18(1): 22-30 | Back to browse issues page


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reza masouleh S, zare A, chehrzad M, atr kar ruoshan Z. Comparing two methods of evaluation, objective structured practical ‎examination and traditional examination, on the satisfaction of students in Shahid ‎Beheshti faculty of nursing and midwifery. J Holist Nurs Midwifery. 2008; 18 (1) :22-30
URL: http://hnmj.gums.ac.ir/article-1-265-en.html

, Masouleh@gums.ac.ir
Abstract:   (1760 Views)

Introduction: Nursing education consists of theoretical and practical courses. Practical ‎courses provide opportunity for student to convert their theoretical knowledge to ‎psychomotor abilities. More than ‎‏50%‏‎ of nursing and midwifery curriculum in two and four ‎year programs are designed for practical activities. Evaluation is one of the most important ‎issues in nursing education. Application of precise evaluation methods can identify the ‎strength and weakness of the educational program and help to find suitable strategies to ‎improve it.‎

 Objective: The aim of this study was to compare the effects of two methods of evaluation: ‎Objective structured practical examination (OSPE) and Traditional Practical Examination ‎‎(TPE) with students' satisfaction in Shahid Beheshti faculty of nursing and midwifery.‎

Methods: This is a quasi – experimental study and ‎‏67‏‎ nursing, midwifery and operating room ‎students participated. Sampling was performed according to census method and students ‎were divided in two groups. ‎‏33‏‎ students were evaluated by objective structured practical ‎examination (OSPE) and ‎‏34‏‎ students were evaluated by traditional practical examination ‎method (TPE). In order to measure the level of students' satisfaction with the evaluation ‎methods, a ‎‏16‏‎ item self administered questionnaire based on Likert scale were completed at ‎the end of each evaluation. Data was analyzed by SPSS soft wear using appropriate statistical ‎test.‎

 Results: The most desirable statement of traditional practical examination group was the item ‎of "This method of evaluation decreases stress and anxiety" and the most satisfying statement ‎of Objective Structured Practical Examination group was the item of "In this evaluation ‎method chance doesn’t interfere". Over all ‎‏60.6‏‎ percent of students who were evaluated by ‎OSPE method and ‎‏14.7‏‎ percent of students who were evaluated by TPE method were ‎satisfied with the evaluation (P< ‎‏0/005‏‎).‎

Conclusion: It is concluded that Objective Structured Practical Examination (OSPE) can ‎evaluate more practical skills and gain more students’ satisfaction. ‎

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Type of Study: Research | Subject: Special
Received: 2014/08/17 | Accepted: 2014/08/17 | Published: 2014/08/17

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