Öğrenci Hemşirelerin Geleneksel Sınav ve Objektif Yapılandırılmış Klinik Sınav Kaygı Düzeylerinin Karşılaştırılması

Öz

Amaç: Objektif Yapılandırılmış Klinik Sınav (OSCE) klinik beceri eğitimlerinin değerlendirilmesinde objektif, geçerli ve güvenilir bir değerlendirme aracı olmakla birlikte öğrenciler üzerinde oluşturduğu sınav kaygısı en önemli dezavantajıdır. Ancak OSCE ile geleneksel sınav arasında sınav kaygısını değerlendiren çalışmalar nadirdir. Bu çalışma ile hemşire öğrencilerin OSCE ve geleneksel sınav tipindeki sınav kaygısı düzeylerinin karşılaştırılması amaçlanmıştır. Yöntemler: Bu çalışma karşılaştırmalı tanımlayıcı tipte 26 Nisan – 06 Haziran 2022 tarihleri arasında yapılmıştır. Araştırmanın örneklemini bir vakıf üniversitesinin birinci sınıfında Hemşirelik Esasları dersini alan 47 gönüllü öğrenci oluşturmuştur. Veriler “Tanımlayıcı Veri Formu”, “Sınav Kaygı Ölçeği (SKÖ)” ve “Durumluk Sınav Kaygı Ölçeği (DuSKÖ)” ile elde edilmiştir. Bulgular: Öğrencilerin yaş ortalaması 20.13±2.44 yıl olup; çoğunluğu (%87.2) kadındır. Öğrencilerin %95.7’sinin daha önce OSCE deneyiminin olmadığı; %48.9’unun OSCE konusunda bilgisinin bulunmadığı saptanmıştır. SKÖ genel puan ortalamaları 98.19±25.57, DuSKÖ genel puan ortalamaları 44.77±12.86’dır. Öğrencilerin, OSCE ve geleneksel sınav durumsal kaygı düzeylerinin orta düzeyde olduğu saptanmıştır. OSCE konusunda bilgisi olmadığını ifade eden öğrencilerin DuSKÖ toplam puanları istatistiksel olarak anlamlı düzeyde düşüktür (p=0.03). OSCE ve geleneksel sınav durumluk kaygı puanları arasında yüksek düzeyde pozitif yönde korelasyon bulunmuştur. Sonuç: OSCE sınav kaygısı geleneksel sınav kaygısından daha yüksek değildir. OSCE, hemşirelik eğitiminde geleneksel sınavlara alternatif olarak kullanılabilir.

Anahtar Kelimeler

• Değerlendirme
• Hemşirelik
• Kaygı
• Objektif Yapılandırılmış Klinik Sınav
• Sınav

Comparison of Nurse Students' Anxiety Levels in Traditional Exam and Objective Structured Clinical Exam

Öz

Objective: Although the Objective Structured Clinical Exam (OSCE) is an objective, valid, and reliable assessment tool in the evaluation of clinical skills training, the exam anxiety it creates in students is its most important disadvantage. However, studies evaluating exam anxiety between the OSCE and the traditional exam are rare. The aim of this study was to compare the exam anxiety levels of nursing students taking OSCE and traditional exams. Methods: This study was conducted between April 26 and June 6 2022, as a comparative descriptive type. The sample for the research consisted of 47 volunteer students who took the Nursing Fundamentals course in the first year of a foundation university. The data were obtained with the "Descriptive Data Form", "Examination Anxiety Scale (EAS)" and the "State Examination Anxiety Scale (SEAS)". Results: The mean age of the students was 20.13±2.44 years and the majority (87.2%) were female. It was reported that 95.7% of the students had previous OSCE experience and 48.9% had no knowledge about OSCE. The mean scores of the students were 98.19±25.57 on the EAS and 44.77±12.86 on the SEAS. The students' OSCE and traditional exam situational anxiety levels were found to be moderate. The total scores of the students who stated that they had no knowledge about OSCE were statistically significantly lower (p=0.03). No significant difference was found between the OSCE and traditional exam state anxiety scores, on the contrary, a high positive correlation was found. Conclusion: OSCE exam anxiety is not higher than traditional exam anxiety. OSCE can be used as an alternative to traditional exams in nursing education.

Anahtar Kelimeler

• Anxiety
• Assessment
• Examination
• Objectively Structured Clinical Exam
• Nursing

Kaynakça

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