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Cited by 6Innovations in Medical EducationHealth Education and ValidationStudent Assessment and Feedback

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Measuring final-year nursing students' satisfaction with the viva assessment

Open access
Salamonson, Yenna, Metcalfe, Lauren, Alexandrou, Evan, Cotton, Antoinette H., Mcnally, Stephen, Murphy, Jeff, Frost, Steven A.·2016·Nurse Education in Practice
DOI 10.1016/j.nepr.2015.09.003
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Abstract

This paper reports a study conducted to develop and test the psychometric properties of a brief 5-item Satisfaction with the Oral Viva Assessment Scale. The viva has been increasingly used to gauge students' learning, beyond the traditional written assessments. This assessment approach may pose additional challenges to various student groups. Using a prospective, correlational design, this study surveyed 275 final year nursing students about their satisfaction with the viva as an assessment approach. The survey was administered to those who attended a revision session in an undergraduate high dependency unit. Descriptive and inferential statistical analyses, as well as exploratory and confirmatory factor analyses of the scale were computed. Exploratory factor analysis yielded a one-component structure that explained 51% of the total variance, which was supported by confirmatory factor analysis (standardised factor loadings: 0.54-0.73). Internal consistency as computed by a Cronbach's alpha was 0.8. The results also revealed that those who obtained higher grades in their viva performance (OR: 2.78, 95% CI: 1.58-4.90) and English-speaking only students (OR: 1.87, 95% CI: 1.07-3.27) were more satisfied with the viva assessment. These findings support the validity and reliability of this scale, and can be used to assess students' satisfaction with the viva.

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  • Our implementation with appropriate scaffolding and support structures enabled equitable performance outcomes for EAl students.

    “rather than disadvantaging EAl students as some previous literature suggested (Salamonson et al. 2016), our implementation with appropriate scaffolding and support structures enabled equitable performance outcomes.”

    From Utilising one-on-one interactive oral assessments as the major final assessment within a bioscience course (2025) · cites this paper as Salamonson et al. 2016

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Metadata

Authors
Salamonson, Y., Metcalfe, L., Alexandrou, E., Cotton, A. H., Mcnally, S., Murphy, J., & Frost, S. A.
Affiliations
  • Ingham Institute (AU)
  • Western Sydney University (AU)
Corresponding author
Salamonson, Yenna
ORCID
Venue
Nurse Education in Practice
Publisher
Elsevier BV
Published
2016-01
Volume
16
Issue
1
Pages
91-96
ISSN
1471-5953 (ISSN-L)
DOI
10.1016/j.nepr.2015.09.003
OpenAlex
W2174673506
Cited by
6
References
1
Citations by year
2025: 2 · 2022: 1 · 2021: 1 · 2020: 1 · 2018: 1
FWCI
0.36
Type
journal article
Language
en
Open access
Licence
Locations
  • Nurse Education in Practice (publishedVersion)
  • PubMed (publishedVersion)
  • Griffith Research Online (submittedVersion, other-oa)
Topics
  • Social Sciences › Education › Innovations in Medical Education
  • Health Sciences › Nursing › Research and Theory › Health Education and Validation
  • Social Sciences › Education › Student Assessment and Feedback
Keywords
student satisfaction, nursing students, scale development, psychometric properties, oral examination, high dependency unit, English-speaking learners, assessment validity and reliability
MeSH terms
Adult, Education, Nursing, Baccalaureate, Educational Measurement, Factor Analysis, Statistical, Female, Humans, Male, Middle Aged, New South Wales, Personal Satisfaction, Prospective Studies, Psychometrics, Surveys and Questionnaires, Students, Nursing, Universities, Reproducibility of Results, Young Adult

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