PERBEDAAN ADVERSITY QUOTIENT PADA MAHASISWA YANG MENGIKUTI OBJECTIVE STRUCTURED CLINICAL SKILLS EXAMINATION (OSCE) BERDASARKAN MOTIVASI BERPRESTASI

KHALIA FEBRIYANI, Totok Harjanto, S.Kep., Ns., M.Kes.

2014 | Skripsi | ILMU KEPERAWATAN

Latar Belakang: Objective Structured Clinical skills Examinations (OSCE) merupakan evaluasi paling efektif sebagai penilaian keterampilan klinis dalam pemberian praktek keperawatan yang aman yang secara objektif dan terstruktur. Penelitian mengenai OSCE mulai dikembangkan ke arah persepsi mahasiswa terhadap OSCE. OSCE membuat tingkat stres mahasiswa lebih tinggi dan merupakan tantangan bagi mahasiswa. Oleh karena itu, dibutuhkan suatu kemampuan pada diri mahasiswa yang menunjang keberhasilan OSCE berupa Adversity Quotient (AQ) dan motivasi berprestasi. Tujuan: Tujuan dari penelitian ini adalah untuk mengetahui perbedaan AQ pada mahasiswa yang mengikuti OSCE berdasarkan motivasi berprestasi. Metode: Studi cross sectional dilakukan pada 186 mahasiswa angkatan 2010-2012 yang diambil secara stratified random sampling pada bulan Nopember-Desember 2013. Kuisioner berupa skala motivasi berprestasi yang berjumlah 25 pertanyaan dan Skala Adversity Quotient yang berjumlah 20 pertanyaan. Hasil: Hasil uji two way ANOVA menunjukkan terdapat perbedaan signifikan (p<0,05) pada AQ mahasiswa angkatan 2010-2012 yang mengikuti OSCE berdasarkan motivasi berprestasi dengan p=0,039 dan ada hubungan signifikan antara AQ dan motivasi berprestasi p=0,005 (p<0,05). Sebagian besar mahasiswa memiliki AQ tinggi dalam OSCE (70,4%). Sebanyak 67,% mahasiswa yang mengikuti OSCE memiliki tingkat motivasi berprestasi tinggi dari seluruh responden. Kesimpulan: terdapat perbedaan signifikan AQ mahasiswa yang mengikuti OSCE berdasarkan motivasi berprestasi.

Background: Objective Structured Clinical skills Examination (OSCE) is the most effective method to evaluate clinical skills assesment on giving safety nursing practice in objective and structured assesment. The research about has been developed pointing to student perception towards OSCE. OSCE makes the student level of stress become higher. And this is another challange for students. Therefore, student need skills which can support OSCE success in term of adversityquotient and achievement motivation, this is required abilities on the self of students to support of success in OSCE. Objective: The purpose of this study was to determine difference of adversity quotient in students who participate on Objective Structured Clinical Skills Examination (OSCE) based on achievement motivation. Methode: Cross-sectional study conducted in 186 students year 2010-2012 was taken through proportional stratified random sampling technique at Nopember-December 2013. Achievement motivation was assessed using Achievement Motivation Scale modification and whereas Adversity Quotient was using Adversity Response Profile. Results: The result of two way ANOVA showed there was difference significant (p<0.05) on the student AQ level year 2010-2012 which has been following OSCE based on achievement motivation with p=0.039 and there was significant association between AQ and achievement motivation p=0.005 (p<0.05). Majority of students had high level AQ in the OSCE (70,4%). Level of achievement motivation of the students mostly (67.7%) belonged to high. Conclusion: There was significant difference of adversity quotient in students who participate on Objective Structured Clinical Skills Examination (OSCE) based on achievement motivation.

Kata Kunci : Objective Structured Clinical skills Examinations, Adversity Quotient, motivasi berprestasi.