Effect of Objectively Structured Evaluation of Clinical Skills on Performance, Anxiety, Satisfaction of Nursing Students

Evaluation is an essential element of any training program that can guide training from a static to a dynamic process. It depends on the evaluation method that leads to the quality of the learning outcomes. This study aimed to determine the effect of structured objective evaluation of clinical skills on anxiety, satisfaction, and performance of nursing students in the course of health assessment

This quasi-experimental study of two post-test groups was performed on 100 nursing students of Ahvaz Jundishapur University of Medical Sciences in 2017-2018 with an available sampling method in two semesters. The control group was 52 people and the experimental group was 48 people. The routine evaluation was performed in the control group and the OSATS method in the experimental group. Data collection tools included the Satisfaction Questionnaire, Spielberger Anxiety, and Performance Score. By SPSS20 and independent and Chi-square and Mann-Whitney t-tests were used to analyze the collected data.

Mean scores of the control group; Performance (14.02 ± 2.4), anxiety (46.35 ± 0.05) and satisfaction (17.67 ± 3.8) and in the experimental group the average performance score (14.02 ± 06, anxiety (43.8±6.45) and satisfaction (18.68 ± 18) was obtained. Statistical tests also showed a statistically significant difference in performance scores (P = 0.001) and anxiety (P = 0.047) between the two groups, but no significant difference was observed in satisfaction scores (P = 0.237).

Conclusion:

 Due to the importance of assessing the patient's health status in determining nursing diagnoses and providing optimal care and effectiveness of OSATES evaluation method on the performance and anxiety of nursing students, it is recommended to use this method in evaluating students' practical skills.