Nurse educators’ satisfaction with online Objective Structured Clinical Examination scoring system

Haris, Fahni; Indarwati, Ferika; Primanda, Yanuar; Sutrisno, Resti Yulianti; Irawati, Kellyana; Shih, Yin-Hwa

doi:10.1590/1518-8345.6816.4344

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Revista Latino-Americana de Enfermagem

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Sumário

Original Article • Rev. Latino-Am. Enfermagem 32 • 2024 • https://doi.org/10.1590/1518-8345.6816.4344 copy

Nurse educators’ satisfaction with online Objective Structured Clinical Examination scoring system ^* * Supported by Ministry of Science and Technology Taiwan, Grant # MOST 109-2314-B-468-006-MY3, Taiwan, and by Research and Innovation Bureau, Universitas Muhammadiyah Yogyakarta, Grant # 550/PEN-LP3M/II/2020, Indonesia.

Authorship SCIMAGO INSTITUTIONS RANKINGS

Highlights:

(1) Valid and reliable 20-item questions on the nursing scoring system.

(2) A high proportion of the examiners (lecturers) provided positive feedback on the online OSCE.

(3) Nursing education institutions may adopt the On-OSCE scoring system to improve scoring.

(4) The utilization of On-OSCE can save time, objective, and simplify the scoring process.

(5) The On-OSCE scoring system is highly recommended for worldwide implementation.

Objective

the paper-based OSCE (Pa-OSCE) scoring system has several drawbacks, including significant paper waste and being time-consuming. This study aims to assess examiner satisfaction with the On-OSCE scoring management system, identify and weigh the potential benefits of the innovation, and promote its use.

Method

using a cross-sectional study design, we developed satisfaction inventory consisting of four domains: time-saving, user-friendliness, prospective application, and objectivity. This inventory was used to compare satisfaction scores between two examiner groups (a total of 67 subjects).

Results

the 20-item satisfaction inventory demonstrated high validity and reliability (0.98 and 0.97, respectively). The average scoring time was significantly shorter in the online scoring management system group (p<0.001). Both the total satisfaction score and the scores for each domain were significantly higher in the online scoring management system group compared to the paper-based scoring management system group (p<0.001).

Conclusion

a high proportion of the examiners provided positive feedback on the online scoring management system. The online scoring management system saves the time to score, and is more objective, easier to use, and is recommended for implementation. Online scoring management systems can be implemented in nursing education institutions globally to improve scoring efficiency. Additionally, the 20-item satisfaction inventory can serve as a benchmarking tool to assess educators worldwide.

Descriptors:
Nursing Education; Educational Technology; Internet; Participant Satisfaction; Questionnaires; Developing Nations

Question	Item	*Extreme group CR value**	Item-total correlation	Note
1	Time-saving	14.11 ^†	0.97	keep
2		19.95 ^†	0.96	keep
3		17.71 ^†	0.97	keep
4		20.11 ^†	0.96	keep
5		23.90 ^†	0.98	keep
6		13.47 ^†	0.96	keep
1	User-friendliness	6.66 ^†	0.92	keep
2		8.84 ^†	0.95	keep
3		9.36 ^†	0.95	keep
4		12.25 ^†	0.94	keep
5		9.99 ^†	0.87	keep
1	Prospective application	7.71 ^†	0.97	keep
2		8.01 ^†	0.97	keep
3		7.42 ^†	0.92	keep
4		9.44 ^†	0.91	keep
1	Objectivity	7.64 ^†	0.71	keep
2		10.03 ^†	0.80	keep
3		6.71 ^†	0.72	keep
4		3.17 ^†	0.39	keep
5		10.13 ^†	0.58	keep

Variable	*Pa-OSCE N (%)**	On-OSCE ^† N (%)	p -Value
Gender			1.000 ^‡
Female	27 (90.00)	33 (89.19)
Male	3 (10.00)	4 (10.81)
Educational level			0.458 ^‡
Undergraduate	10 (33.33)	16 (43.24)
Graduate	20 (66.67)	21 (56.76)
Teaching experience			0.732 ^‡
≤ 1 year	12 (40.00)	13 (35.14)
≤ 5 years	6 (20.00)	12 (32.43)
≤ 10 years	10 (33.33)	10 (27.03)
> 10 years	2 (6.67)	2 (5.40)
Age [Mean (SD ^§ )]	34.10 (5.58)	30.70 (5.78)	0.011 ^\|\|

	Pa-OSCE*	On-OSCE ^†	p- Value
Time spent on scoring	49.58	21.36	< 0.001

Variable	Pa-OSCE*	On-OSCE ^†	p -Value
Time-saving (0 - 60)	16.30	48.35	<0.001
User-friendliness (0 - 50)	18.48	46.58	<0.001
Prospective application (0 - 40)	15.62	48.91	<0.001
Objectivity (0 - 50)	22.80	43.08	<0.001
Total satisfaction score	15.82	48.74	<0.001

Satisfaction level (total scores)	*Pa-OSCE N (%)**	On-OSCE ^† N (%)	p- Value /Cramer’s V ^‡
High satisfaction (141 – 200)	4 (13.33)	36 (97.30)	< 0.001/0.85
Low to medium satisfaction (0 – 140)	26 (86.67)	1 (2.70)
Total	30 (100)	37 (100)

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[1] E-mail: fahni.h@umy.ac.id