A Comparative Study on Self, Peer and Teacher Evaluation to Evaluate Clinical Skills of Nursing Students

Mehrdad, Neda; Bigdeli, Shoaleh; Ebrahimi, Hossein

doi:10.1016/j.sbspro.2012.06.911

Cited by 20 publications

(23 citation statements)

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“…Using peer evaluation strategy promotes nursing students' interdependence and socialization. [25] Peer evaluation also enables nursing students to give and accept constructive criticism, and enhances students learning motives and refine their ability of self-evaluation, based on this formal peer evaluation must be incorporate into nursing education. [26] 4.1 Nursing students' knowledge about peer evaluation Present study results showed that more than half of experimental group nursing students had poor levels of the total knowledge regarding peer evaluation pre sessions and this percent was decreased post session.…”

Section: Discussionmentioning

confidence: 99%

Effect of peer evaluation training on senior nursing students’ performance enrolled in nursing administration course

Gad

Obied

2016

JNEP

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Objective: Senior nursing students have to be active participants in their learning process; this can be done through peer evaluation, hence they need to be trained to provide and accept constructive feedback to help their professional growth. So, this study aimed to assess the effect of peer evaluation training on senior nursing students' performance in nursing administration course. Methods: The subject included all (152) available senior nursing students enrolled in nursing administration course at faculty of Nursing-Tanta University. Peer evaluation knowledge test (25 questions), nursing students' peer evaluation attitude scale (31 items) and nursing student's peer evaluation checklist (65 items) were used to collect the study data. Results: Experimental nursing students group's total knowledge and performance about peer evaluation were significantly improved post than pre training sessions and than comparison nursing students group. Majority of experimental nursing students group agreed that peer evaluation was beneficial. Significant positive relation at P ≤ .05 was found between the experimental and comparison nursing students groups' total level of knowledge, their attitude and peer evaluation performance post-sessions. Conclusions: Senior nursing students' knowledge, performance and attitude about peer evaluation were improved after implementation of the training sessions. So, peer-evaluation method is recommended to be integrating into formal learning activities and establishing trustful reassuring learning environment.

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Section: Discussionmentioning

confidence: 99%

Effect of peer evaluation training on senior nursing students’ performance enrolled in nursing administration course

Gad

Obied

2016

JNEP

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“…This became apparent in the findings of this study where participants' perceptions of safety differed substantially according to their subjective experiences. Although previous literature acknowledges difficulties in totally eliminating subjectivity from clinical evaluation (see Isaacson & Stacy 2009;Mehrdad et al 2012), tertiary institutions strive for objective assessment methods as subjective assessment is neither consistent nor equitable for students. Further, objectivity is integral to skills assessment, as demonstrating competence in nursing skills is fundamental to the standard of care delivered and patient outcomes (Bujack et al 1991;Mitchell et al 2009).…”

Section: Discussionmentioning

confidence: 99%

Evaluating Objective Structured Clinical Assessment (OSCA) in undergraduate nursing

East

Peters

Halcomb

et al. 2014

Nurse Education in Practice

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The aims of this mixed methods study were to gain insight into how individual assessors determine an Objective Structured Clinical Assessment (OSCA) result for undergraduate nursing students and identify whether individual assessor perceptions and professional characteristics have an impact on students' results. Results from 25 participants showed that although less than half (44%) of the participants were teaching in the course that they were assessing, the participants were highly experienced clinicians and nearly threequarters (72%) had completed formal teaching qualifications. There were wide variations in pass rates (16.7-90%) between assessors. The widest disparity was observed between assessors with and those without critical care experience (66% versus 39%), as well as assessors who were teaching the course and those who were not (68% versus 49%). Qualitative analysis revealed three dominant themes within participants' transcripts. The themes focused on determining student safety, and the use of personal perceptions and clinical experience to determine competency. Findings indicate that assessors' individual perceptions and clinical experience have the potential to influence and determine undergraduate nursing students OSCA results. Development of criteria standards and objective assessment may be enhanced by greater involvement of assessors and thorough education and training within the context of student assessments. KeywordsObjective structured clinical assessment, undergraduate nursing, nursing practice, assessment, competence AbstractThe aims of this mixed methods study were to gain insight into how individual assessors determine an Objective Structured Clinical Assessment (OSCA) result for undergraduate nursing students and identify whether individual assessor perceptions and professional characteristics have an impact on students' results. Results from 25 participants showed that although less than half (44%) of the participants were teaching in the course that they were assessing, the participants were highly experienced clinicians and nearly three-quarters (72%) had completed formal teaching qualifications. There were wide variations in pass rates (16.7-90%) between assessors. The widest disparity was observed between assessors with and those without critical care experience (66% versus 39%), as well as assessors who were teaching the course and those who were not (68% versus 49%). Qualitative analysis revealed three dominant themes within participants' transcripts. The themes focused on determining student safety, and the use of personal perceptions and clinical experience to determine competency.Findings indicate that assessors' individual perceptions and clinical experience have the potential to influence and determine undergraduate nursing students OSCA results.Development of criteria standards and objective assessment may be enhanced by greater involvement of assessors and thorough education and training within the context of student assessments.

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“…Elde edilen bu sonuç ise, bazı çalışma sonuçlarıyla uyumsuzdur. 11,24 Bu bulgular, öz değerlendirme ve akran değerlendirme yöntemlerinin tek başına öğrencilerin klinik değerlendirmeleri için kullanılmaya uygun olmadığını düşündürmektedir. Ancak, eğitici değerlendirme yöntemini desteklemek ve öğrencilerin gelişimine katkıda bulunmak ve değerlendirme sürecinde aktif olmalarını sağlamak için klinik değerlendirmede kullanılabilirler.…”

Section: Tartişma Ve Sonuçunclassified

“…[6][7][8][9] Öz değerlendirme öğrencilerin belirlenmiş kriter ve standartlara göre çalışmalarını uygulaması, bu kriter ve standartları karşılaması ile ilgili kendi yargısıdır. 7,9 Bu değerlendirme, öğrenme, kritik düşünme, iletişim, grup işbirliği gibi becerilerin gelişmesini, 9,11 başarı ve motivasyonun güçlenmesini ve profesyonel kimliğin gelişmesini sağlar. 12 Akran değerlendirme ise bireyin yapmış olduğu çalışmanın kendi arkadaşları tarafından belirli ölçüler çerçevesinde kendi bakış açılarına göre değerlendirildiği bir süreç olarak tanımlanmaktadır.…”

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Hemşirelik Öğrencilerinin Klinik Değerlendirilmesinde Öz, Akran ve Eğitici Değerlendirme Arasındaki İlişki: Pilot Bir Çalışma

Fertelli

Tuncay

2020

Online Türk Sağlık Bilimleri Dergisi

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Bu çalışmanın amacı, bir lisans hemşirelik programının klinik uygulamasında olan öğrencilerin klinik değerlendirilmesinde öz, akran ve eğitici değerlendirmeler arasındaki ilişkiyi incelemektir. Materyal ve Metot: Çalışmaya ikinci sınıfta okuyan 70 hemşirelik öğrenci katıldı. Araştırma verileri, Öğrenci Bilgi Formu, Klinik Performans Değerlendirme Ölçeği kullanılarak toplandı. Çalışmada öz, akran ve eğitici değerlendirmeler arasındaki ilişkiyi belirlemek için Pearson Korelasyon testi, öz, akran ve eğitici değerlendirmelerinin karşılaştırılmasında ise Paired Sample t Testi kullanılmıştır. Bulgular: Öz ve akran değerlendirme puanlarının eğitici değerlendirme puanından yüksek olduğu ve aradaki farkın anlamlı olduğu belirlenmiştir (p<0,05). Tüm değerlendirmeler arasında pozitif korelasyon olduğu bulunmuştur. Öğrencilerin çoğunluğunun öz ve akran değerlendirmeye ilişkin olumlu düşüncelerinin olduğu belirlendi (öz değerlendirme % 92,8; akran değerlendirmesi % 97,1). Sonuç: Hemşirelik öğrencilerinin kendilerine ve akranlarına eğiticiden daha fazla puan verdikleri, değerlendirmeyi objektif olarak yapamadığı görülmüştür. Bu yöntemlerin öğrencinin klinik değerlendirmesinde tek başına kullanılması uygun değildir. Fakat eğitici değerlendirme yöntemini desteklemek, öğrencilerin gelişmesini ve değerlendirme sürecinde aktif olmasını sağlamak amacıyla klinik değerlendirmede kullanılabilir.

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A Comparative Study on Self, Peer and Teacher Evaluation to Evaluate Clinical Skills of Nursing Students

Cited by 20 publications

References 21 publications

Effect of peer evaluation training on senior nursing students’ performance enrolled in nursing administration course

Effect of peer evaluation training on senior nursing students’ performance enrolled in nursing administration course

Evaluating Objective Structured Clinical Assessment (OSCA) in undergraduate nursing

Hemşirelik Öğrencilerinin Klinik Değerlendirilmesinde Öz, Akran ve Eğitici Değerlendirme Arasındaki İlişki: Pilot Bir Çalışma

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