Abstract
Objective: The Objective Structured Clinical Examination (OSCE) as a common examination for medical and dental education was used for nursing education to examine its effects to enhance students’ recognition of their learning goals and motivate them to learn before clinical practice. Methods: A self-administered questionnaire survey was conducted immediately after the OSCE. The questionnaire consisted of: goal achievement-related OSCE items; modified ‹attention›, ‹relevance›, ‹confidence›, and ‹satisfaction› as the 4 key components of motivation in the ARCS model developed by John M. Keller; and free descriptions. Results: Among quantified scores from the ARCS model-based scale, those related to ‹satisfaction› were the highest. ‹Satisfaction - the willingness to review› also showed the highest standardizing coefficient in multiple regression analysis (stepwise method) of the items showing a strong correlation with the objective-related OSCE question: [Do you recognize your learning goals?]. The most frequent word contained in free descriptions was ‘tension’, which showed a tendency to co-occur with ‘training’ when examining linguistic networks. Conclusion: ‹Satisfaction - the willingness to review› influenced the effect of the OSCE to motivate students to learn before clinical practice the most markedly. ‘Tension’ was suggested to be a psychological response of students.
