International Journal For Multidisciplinary Research

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Effectiveness of Objective Structured Practical Examination (OSPE) in Mental Status Examination on the Performance and Satisfaction of Nursing Students in Selected Nursing Colleges , Udaipur, Rajasthan

Author(s) Jitendra Lohar, Prof. Dr. Jayakumar T.
Country India
Abstract Background: Competency-based assessment is fundamental to nursing education as it ensures that students acquire the knowledge, clinical skills, and professional attitudes necessary for safe patient care. Conventional practical examinations have long been criticized for their subjective evaluation methods, examiner bias, and limited ability to comprehensively assess psychomotor and communication skills. The Objective Structured Practical Examination (OSPE) has been introduced as a standardized assessment strategy that provides greater objectivity, reliability, and fairness in evaluating clinical competencies. However, evidence regarding its effectiveness in psychiatric nursing, particularly in mental status examination, remains limited. The present study evaluated the effectiveness of OSPE on nursing students' clinical performance and satisfaction.
Methods: A quantitative true experimental study employing a post-test-only control group design was conducted among 200 undergraduate nursing students from five selected nursing colleges in Udaipur, Rajasthan. Participants were selected using simple random sampling and equally allocated to experimental and control groups. The experimental group underwent assessment through Objective Structured Practical Examination, whereas the control group was assessed using the conventional practical examination method. Data were collected using a socio-demographic questionnaire, a structured observational checklist to assess performance in mental status examination, and a self-developed student satisfaction questionnaire. Descriptive statistics, independent t-test, Pearson's correlation coefficient, and Chi-square test were applied for statistical analysis.
Results: Students assessed using OSPE achieved significantly higher performance scores than those evaluated through conventional practical examination (mean score 21.88 versus 18.28; t = 4.697, p < 0.001). Student satisfaction was also significantly higher in the experimental group (mean score 76.75) compared with the control group (53.93; t = 9.294, p < 0.001). A statistically significant positive correlation was observed between clinical performance and satisfaction in both groups, with a stronger association among students assessed through OSPE.
Conclusion: Objective Structured Practical Examination is an effective and reliable method for evaluating mental status examination skills among nursing students. The structured and objective nature of OSPE significantly improves students' clinical performance and learning satisfaction compared with conventional practical examinations. Integrating OSPE into undergraduate psychiatric nursing education may enhance competency-based assessment and better prepare nursing graduates for clinical practice.
Keywords Keywords: Objective Structured Practical Examination, OSPE, Mental Status Examination, Nursing Education, Clinical Competency, Student Satisfaction.
Published In Volume 8, Issue 4, July-August 2026
Published On 2026-07-10
DOI https://doi.org/10.36948/ijfmr.2026.v08i04.83340
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