طراحي، اجرا و ارزشيابي آزمون آسكي جهت ارزيابي صلاحيت باليني دانشجويان پرستاري دانشكده پرستاري و مامايي جيرفت

DESIGNING, IMPLEMENTATION an‎d EVALUATION OF OSCE TO ASSESS NURSING STUDENTS CLINICAL COMPETENCE IN JIROFT FACULTY OF NURSING an‎d MIDWIFERY

پيش زمينه و هدف ارزشيابي صلاحيت باليني دانشجويان پرستاري از دغدغه هاي مدرسين پرستاري است. اين مطالعه توصيفي با هدف طراحي، اجرا و ارزشيابي آزمون آسكي جهت ارزشيابي صلاحيت باليني دانشجويان پرستاري جيرفت انجام شد. مواد و روش ها اين مطالعه توصيفي مقطعي در سه مرحله طراحي، اجرا و ارزشيابي انجام شد. ابتدا طبق اولويت بندي 10 مهارت پرستاري انتخاب و چك ليست هاي آن ها تدوين شد. 27 دانشجوي پرستاري ترم آخر در يك روز در آزمون شركت كردند. جهت ارزيابي آزمون از دو مرحله اول مدل كريك پاتريك، تعيين روايي ملاكي و پايايي آزمون استفاده شد. براي بررسي واكنش دانشجويان در مدل كرك پاتريك از پرسشنامه اي با 16 سوال سه گزينه اي و يك سوال باز استفاده شد. يافته ها نشان داد كه 50 درصد (14 نفر) دانشجويان از آزمون كاملا راضي و 34/6 درصد (10 نفر) نسبتا راضي بودند. 57/7 درصد (16 نفر) دانشجويان معتقد بودند كه آزمون نقاط ضعف يادگيري دانشجويان را مشخص كرد. 76/9 درصد (21 نفر) دانشجويان معتقد بودند كه آزمون فرصتي براي يادگيري بود. 96/2 درصد (27 نفر) نيز معتقد بودند كه آزمون استرس آور بود. از تحليل داده هاي كيفي نيز دو طبقه نقاط قوت آزمون و نقاط ضعف آزمون به دست آمد. همبستگي بين نمره آزمون با نمره ملاك 43/0 و معني دار بود. در همساني دروني همبستگي بين نمره كلي با نمرات ايستگاه ها به جزء ايستگاه احياء پايه، برقراري ارتباط با بيمار و اخلاق حرفه اي معني دار و مثبت بود. الفاي كرونباخ محاسبه شده بين نمرات ايستگاه ها 55/0 به دست آمد. نتيجه گيري استفاده از آسكي به عنوان روشي مورد قبول دانشجويان و معتبر و پايا براي سنجش مهارت هاي پرستاري توصيه مي شود.

Background & Aims: Assessment of nursing studentschr('39') clinical competency is one of the concerns of nursing instructors. This descriptive study was conducted with the aim of designing, implementation and evaluation of Objective Structured Clinical Examination (OSCE) for assessing the clinical competence of nursing students in nursing faculty of Jiroft. Materials & Methods: This cross sectional study was conducted in three stages: designing, implementation and evaluation. Firstly, according to the priority of the instructors, 10 skills were selected from nursing clinical skills and their checklists were developed. 27 nursing students participated in OSCE on one day. For assessment of OSCE Kirkpatrick model, Criterion validity and reliability was measured. For criterion validity, correlation between the last 4 clinical scores mean and total OSCE score was measured. A likert three points questionnaire with 16 items and one open question at the end of questionnaire was used to examine the studentschr('39') reaction to OSCE according to the Kirkpatrick model. Results: In results 50% of all students were completely satisfied, 34.6% (N=10) were relatively satisfied from OSCE, and 57.7% (N=16) of the students believed that OSCE has shown their learning weaknesses. 76.9% (N=21) of students believed OSCE as an opportunity for learning. 96/2% (N=27) believed that OSCE was stressful. Qualitative analysis of the open question led two categories including the strengths of test and the weaknesses of test. The correlation between the total score of OSCE and the criterion validity was 0.43 and was significant. In the internal consistency of OSCE, the correlation between total score and each station score was significantly positive, except the basic resuscitation station, communication with the patient station and professional ethics station. The Cronbachchr('39')s alpha calculated between stationschr('39') scores was 0.55. Conclusion: OSCE as a valid, reliable and nursing student’s accepted assessment tool is recommended to assessing nursing ski