Development of a clinical evaluation tool for baccalaureate nursing students

Bourbonnais, Frances Fothergill; Langford, Stephanie; Giannantonio, Laura

doi:10.1016/j.nepr.2007.06.005

Cited by 48 publications

(42 citation statements)

References 13 publications

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“…[32,37,[66][67][68][69] For example, Killam and Heerschap [37] found students perceived the clinical evaluation process as subjective and complex and difficult to comprehend. Bourbonnais et al [67] also reported concerns of inconsistency in the clinical evaluation process by teachers within the same year. Other authors have suggested several contributing factors to subjectivity in the evaluation process.…”

Section: Discussionmentioning

confidence: 99%

“…(p.446) However, evidence from the literature reveals that typically clinical evaluation tools have not been tested for reliability or validity. [67,68] Amicucci [66] suggests that nursing programs need to create clinical evaluation tool that are course specific and with clearly defined expected behaviours and skills that need to be achieved. Other scholars have suggested the clinical evaluation tool should be reviewed at the very beginning of each clinical placement to ensure that the evaluation criteria will be known to both students and the CIs or faculty.…”

Section: Discussionmentioning

confidence: 99%

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Learning in the traditional-faculty supervised teaching Model: PART 1-The nursing students’ perspective

Luhanga

2017

JNEP

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Objective: The purpose of this study was to explore perceptions and experiences of nursing faculty, clinical instructors (CIs) and nursing students within the traditional faculty supervised model of clinical teaching. This article presents findings that explored the strengths and limitations of the traditional model in relation to student learning from the nursing students' perspectives. Methods: A qualitative descriptive design was used. Qualitative data were gathered through individual semi-structured interviews. Transcripts were analyzed using thematic content analysis. Results and conclusions: Seven nursing students participated. Students perceived their experiences with the traditional model positively but noted that their learning experiences were dependent on CIs and the clinical settings. Strengths of the model included peer learning/support and support for novice students. Limitations of the model included high instructor-to-student ratios, missed learning opportunities while waiting for CI, and concerns with the evaluation process. Recommendations for improving the quality of clinical experiences are presented.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Learning in the traditional-faculty supervised teaching Model: PART 1-The nursing students’ perspective

Luhanga

2017

JNEP

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“…Clinical competence is regarded as the interplay of interpersonal and technical skills with critical thinking and decision-making, in which cognitive, psychomotor, and affective skills are included [6] [7]. Moreover, clinical competence is predominantly described as a process in which the nurse continuously develops their own ability to respond to a changing clinical environment, simultaneous with providing safe, effective, accountable and ethical nursing care [8].…”

Section: Introductionmentioning

confidence: 99%

Use of a National Clinical Final Examination in a Bachelor’s Programme in Nursing to Assess Clinical Competence—Students’, Lecturers’ and Nurses’ Perceptions

Johansson¹,

Andersson²,

Larsson³

et al. 2014

OJN

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“…Nursing education involves both theoretical and practical training processes [1,2] and as a practice-based discipline, learning must be mostly in clinical settings with qualified educators [3,4]. Clinical education is an essential and indispensable part of professional nursing education [2,3].…”

Section: Introductionmentioning

confidence: 99%

A Valid and Reliable Tool to Assess Nursing Students` Clinical Performance

Pazargadi

Ashktorab

Khosravi

et al. 2013

IJANS

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Purpose: This study was conducted to design a valid and reliable assessment tool for evaluating nursing students` performance in clinical education. Approaches: In this methodological study considering nursing students` performance definition; the tool, its domains and items were specified through expert interviews and literature review. To determine validity; face validity (using expert viewpoints and item impact method) and content validity (using expert viewpoints, content validity ratio and content validity index) were considered. Reliability was evaluated through Cronbach`s alpha and interclass correlation (ICC). Results: Seven domains and 55 items were found and the primary tool was designed. Item impact score and content validity ratio were 1.5 and more and 0.54 and more for each item, respectively and total content validity index was 0.94. Cronbach`s alpha for the whole tool was 0.992 and ICC was 0.89. Conclusions:The designed tool with a high validity and reliability is considered proper and can be used for evaluating nursing students` clinical performance.

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Development of a clinical evaluation tool for baccalaureate nursing students

Cited by 48 publications

References 13 publications

Learning in the traditional-faculty supervised teaching Model: PART 1-The nursing students’ perspective

Learning in the traditional-faculty supervised teaching Model: PART 1-The nursing students’ perspective

Use of a National Clinical Final Examination in a Bachelor’s Programme in Nursing to Assess Clinical Competence—Students’, Lecturers’ and Nurses’ Perceptions

A Valid and Reliable Tool to Assess Nursing Students` Clinical Performance

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