Develop and Validate Objective Structured Teaching Exercise Tool for Nursing Faculty

Abstract

Introduction: The vital role that nurses and midwives play in health care highlights the need for highly qualified nursing faculty to improve the quality of education. In order to evaluate and enhance nursing faculty members’ teaching abilities, the study set out to create and validate an objective structured teaching exercise (OSTE) tool.

Materials and Methods: Using an exploratory sequential design, a mixed-method approach was used. Eleven Delphi experts, thirty nursing teachers, and fifty nursing students took part. The College Teaching Self-Efficacy Scale and open-ended questionnaires that gathered opinions from both faculty and students were used to evaluate the teaching competencies of the teachers.

Results: Three OSTE measures were created after content analysis revealed important competencies that needed improvement: Group discussion skills (20 items), oral feedback skills (10 items), and bedside teaching skills (16 items). Content validation through the Delphi technique resulted in high validity indices (I-CVI: 0.91–0.95, S-CVI/Ave: 0.91–1.00). The findings of the study indicated that faculty members identified gaps in their interactive teaching, questioning techniques, problem-based learning approaches, assessment methods, and clinical instruction skills. OSTE was acknowledged as an effective method for evaluating and improving faculty teaching abilities through structured, reproducible assessments and feedback mechanisms.

Conclusion: The study advocates for the incorporation of OSTE into faculty development initiatives to objectively evaluate teaching effectiveness. Additional research is suggested to refine OSTE design for wider utilization in nursing education. Utilizing OSTE as a tool for faculty assessment can help steer focused faculty development initiatives, ultimately enhancing nursing education and the quality of health care.