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

Authors

  • Fahni Haris Universitas Muhammadiyah Yogyakarta, School of Nursing, Bantul, Yogyakarta, Indonesia. Asia University, Departement of Healthcare Administration, Wufeng, Taichung, Taiwan. https://orcid.org/0000-0002-2222-8554
  • Ferika Indarwati Universitas Muhammadiyah Yogyakarta, School of Nursing, Bantul, Yogyakarta, Indonesia. Queensland University of Technology, School of Nursing, Brisbane, Queensland, Australia. https://orcid.org/0000-0003-4532-7747
  • Yanuar Primanda Universitas Muhammadiyah Yogyakarta, School of Nursing, Bantul, Yogyakarta, Indonesia. Queensland University of Technology, School of Nursing, Brisbane, Queensland, Australia. https://orcid.org/0000-0003-3856-7232
  • Resti Yulianti Sutrisno Universitas Muhammadiyah Yogyakarta, School of Nursing, Bantul, Yogyakarta, Indonesia. Asia University, Departement of Healthcare Administration, Wufeng, Taichung, Taiwan. https://orcid.org/0000-0003-1309-861X
  • Kellyana Irawati Asia University, Departement of Healthcare Administration, Wufeng, Taichung, Taiwan. https://orcid.org/0000-0002-8471-8903
  • Yin-Hwa Shih Asia University, Departement of Healthcare Administration, Wufeng, Taichung, Taiwan. https://orcid.org/0000-0003-0893-4185

DOI:

https://doi.org/10.1590/1518-8345.6816.4345

Keywords:

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

Abstract

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.

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Published

2024-11-15

Issue

Vol. 32 (2024)

Section

Original Articles

License

Copyright (c) 2024 Revista Latino-Americana de Enfermagem

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How to Cite

Nurse educators’ satisfaction with online Objective Structured Clinical Examination scoring system. (2024). Revista Latino-Americana De Enfermagem, 32, e4345. https://doi.org/10.1590/1518-8345.6816.4345