WORLD JOURNAL OF ADVANCE
HEALTHCARE RESEARCH

Jitendra Lohar* and Prof. Dr. Jayakumar T.

ABSTRACT

Introduction: Objective Structured Practical Examinations (OSPE) have become a critical method in nursing education for assessing clinical competencies. This study evaluates the effectiveness of OSPE in enhancing the performance and satisfaction of nursing students in psychiatric nursing at a selected college in Udaipur, Rajasthan. Methodology: This study employed a quantitative research approach with a pre-experimental one-shot case study design. Conducted at Sunrise College of Nursing, Udaipur, Rajasthan, participants included third-year B.Sc. nursing students with clinical placements in psychiatric nursing. The sample comprised 20 students, selected through a convenient sampling technique and divided equally into experimental and control groups. Data collection tools included a baseline characteristics proforma, a structured checklist for performance assessment, and a satisfaction questionnaire. Data analysis involved descriptive and inferential statistics, including T-tests, ANOVA, Chi-square tests, and correlation analysis. Results: The experimental group demonstrated significantly higher mean performance scores (22.10 vs. 18.00) and satisfaction levels (77.60 vs. 55.20) compared to the control group, indicating a positive impact of the OSPE intervention. The mean difference in performance scores was 4.10 \((p = 0.044)\), and in satisfaction scores, it was 22.40 \((p = 0.001)\). Significant associations were found between socio-demographic variables and both performance and satisfaction, particularly prior academic performance. Conclusion: The study concludes that OSPE is an effective assessment tool in psychiatric nursing education, significantly enhancing student performance and satisfaction. These findings support broader adoption of OSPE in nursing education to ensure objective and reliable evaluations of clinical competencies.

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