Relationships between student peer and faculty evaluations of clinical performance: A pilot study

Abstract

Background: Student peer evaluation is widely used as a form of formative or summative evaluation in a variety of classroom settings; however, the utilization of peer evaluation is not well reported in the nursing literature as part of the clinical evaluation process. Purpose: The purpose of this pilot study was to examine relationships between student peer and faculty evaluations of clinical performance in a baccalaureate nursing program. Participants consisted of clinical faculty (n = 2) and their nursing students (n = 23) enrolled in their first clinical course in a pre-licensure baccalaureate nursing program. The specific research questions were: 1) Is there a relationship between nursing student peer and faculty evaluation of clinical performance? 2) And if there is a relationship between the two groups, is there a difference between nursing student peer and faculty evaluations? Methods: A peer evaluation tool was developed with a 5-point Likert scale consisting of 21 items that comprised five domains of clinical performance (communication, professionalism, teamwork, nursing process, and patient safety). Content validity of the tool was established using a panel of nurses with expertise in clinical performance and psychometric measurement. At midterm, students were asked to evaluate each other's performance using the tool and the faculty also evaluated each student using the same tool. A subscore for each of the domains was created for both student peer and faculty evaluations. The relationships between student peer and faculty evaluation scores were assessed using Pearson's product-moment correlation coefficients. Comparisons between student peer and faculty evaluations were made using paired t-tests. A p-value < 0.05 was considered statistically significant. Findings: Significant positive correlations were found between peer and faculty evaluations for all domains. Statistically significant differences between the two groups were found in all of the domains, with students evaluating their peers highest in the domains of patient safety and communication; faculty scored students highest in the domains of patient safety and teamwork. The findings suggest that student peer evaluation can be valuable for students and faculty in clinical education. Conclusion: Previous studies provided that peer evaluation is a valid and reliable evaluation procedure in dentistry, medicine, pharmacy, and social behavioral sciences. This pilot study has demonstrated that student peer evaluation as part of a formative assessment can be also used for faculty to evaluate students' clinical performance in a baccalaureate nursing program. www.sciedu.ca/jnep

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

“…Çalışmadan elde edilen bir diğer bulgu ise öz ile eğitici değerlendirme ve akran ile eğitici değerlendirme puan ortalamaları arasında anlamlı bir fark olduğudur. Bu sonuç, öz ile eğitici değerlendirme 2,11,25 ve akran ile eğitici değerlendirmenin 4,11 incelendiği çalışma sonuçlarıyla benzerdir. Ayrıca, çalışmada öz değerlendirme ile akran değerlendirme arasında anlamlı bir fark bulunmuştur.…”

“…1,2 Genel olarak klinik değerlendirmede kullanılan eğitici değerlendirme daha önceden belirlenmiş değerlendirme araçları ile gözlem yoluyla yapılmaktadır. 2,3,4 Gelenekselleşmiş olan bu yöntemin kullanımında objektif olamama, eşitsizlik, bias gibi sorunlar ortaya çıkabilmektedir. 4 Literatürde klinik değerlendirme konusunda sıkıntı yaşandığı, yeterlilik tanımlarının açık olmadığı, objektif ölçümlerin yapılamadığı, değerlendirme konusunda öğrenci bilgisinin yetersiz olduğu ve öğrencinin değerlendirme aşamasında aktif olmadığı belirtilmektedir.…”

Perceptions of pharmacy clerkship students and clinical preceptors regarding preceptors’ teaching behaviors at Gondar University in Ethiopia

“…Despite these efforts, students remained relatively unsatisfied with the instructors’ ability to motivate students to evaluate their own performance. This may be due to the fact that such modes of instruction are still considered novel, and students’ perceptions and attitudes towards group discussion need to change [7]. …”

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

“…Thus, the value of peer evaluation in undergraduate clinical nursing programs needs to be emphasized as it helps nursing students to be aware about their own strengths and weaknesses as compared with their peer and reinforces their learning objectives in clinical settings. [1] Similarly, McDonald and Boud (2003) [36] reported that the skill of self assessment must be developed in high school students through training as it has a positive effect on the students achievement as well as overall performance.…”

“…[1] Nursing students should take an active role in their learning process. Therefore, faculty educators should use different active learning strategies such as case studies, pair shares, role-playing, debate, cooperative learning and peer evaluation.…”