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Henderson B, Chipchase L, Golder F, Lewis LK. Developing student nurses' evaluative judgement in clinical practice tertiary education: A systematic scoping review of teaching and assessment methods. Nurse Educ Pract 2023; 73:103818. [PMID: 37925834 DOI: 10.1016/j.nepr.2023.103818] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/08/2023] [Revised: 10/05/2023] [Accepted: 10/21/2023] [Indexed: 11/07/2023]
Abstract
OBJECTIVES This review aimed to systematically scope undergraduate or postgraduate tertiary higher education nursing students' clinical practice teaching and assessment methods to identify features that align with promoting students' evaluative judgement. INTRODUCTION Evaluative judgement is a new concept to nursing tertiary education. Currently, there are no published reviews of evaluative judgement in nursing clinical practice education. This review aims to assist nursing educators to operationalise the concept of evaluative judgement in clinical practice education. As such the starting point was to determine features of evaluative judgement in current clinical teaching and assessment designs. INCLUSION CRITERIA Peer reviewed qualitative or quantitative studies that have evaluated teaching and/or assessment of tertiary (university/higher education) pre-registration (undergraduate) or post-registration (postgraduate) nursing students' clinical practice. METHODS The systematic scoping review was prospectively registered systematic review (OSF DOI 10.17605/OSF.IO/PYWZ6) reported using PRISMA guidelines. A systematic search of five databases (Medline, Scopus, Web of Science, ProQuest, CINAHL) was conducted, limited from 1989 onwards and in English. Two reviewers independently screened titles and abstracts, then full text, with disagreements resolved with a third independent author. Data were extracted, including the frequency and methods of developing students' evaluative judgement across the categories of discerning quality, judgement process, calibration and feedback. A narrative synthesis was performed. RESULTS Seventy-one studies were included (n=53 teaching, n=18 assessment). Most of the included studies, included some, but not all, of the features to develop nursing students' evaluative judgment. For teaching methods, the most identified evaluative judgement features in the included studies were discerning quality (n=47), feedback (n=41) and judgement process (n=21). Only three studies included a method of calibration. For the assessment methods, feedback (n=16), discerning quality (n=15), judgement process (n=9) and calibration (n=4) were included. Many clinical practice teaching and assessment methods in nursing included features that develop students' evaluative judgement, with methods relating to discerning quality and feedback well embedded. Further adjustments are required to include methods to assist students to judge and calibrate their own performance. CONCLUSION This systematic scoping review identified that evaluative judgement in current nursing clinical teaching and assessment is not an overt aim. With minor adjustment to teaching and assessment design, nursing students could be better supported to develop their ability to judge the value of their own work.
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Affiliation(s)
- Bridget Henderson
- Caring Futures Institute, College of Nursing and Health Sciences, Flinders University, Sturt Road, Bedford Park, 5042, GPO Box 2100, Adelaide, SA 5100, Australia.
| | - Lucy Chipchase
- Caring Futures Institute, College of Nursing and Health Sciences, Flinders University, Sturt Road, Bedford Park, 5042, GPO Box 2100, Adelaide, SA 5100, Australia
| | - Fleur Golder
- Caring Futures Institute, College of Nursing and Health Sciences, Flinders University, Sturt Road, Bedford Park, 5042, GPO Box 2100, Adelaide, SA 5100, Australia
| | - Lucy K Lewis
- Caring Futures Institute, College of Nursing and Health Sciences, Flinders University, Sturt Road, Bedford Park, 5042, GPO Box 2100, Adelaide, SA 5100, Australia
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Sudo K, Watanuki S, Matsuoka H, Otake E, Yatomi Y, Nagaoka N, Iino K. Effects of the project on enhancement of teaching skills in gerontic nursing practice of Indonesian nursing lecturer and clinical nurse preceptor. Glob Health Med 2023; 5:285-293. [PMID: 37908511 PMCID: PMC10615032 DOI: 10.35772/ghm.2023.01046] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/03/2023] [Revised: 07/12/2023] [Accepted: 08/28/2023] [Indexed: 11/02/2023]
Abstract
The Indonesia health care services require knowledgeable and skilled nurses as professional service providers, especially in a gerontic nursing area. Moreover, widening the gap between academic and clinical practice is also an issue, which affects the care service quality. In these circumstances, the project to enhance the educational skills of nursing lecturers and clinical nurse preceptors in gerontic nursing practice was started in 2020. Japanese nursing education experts provided guidance on the principle theory of nursing practice in basic nursing education and conducted workshops to develop nursing practice materials for 10 Indonesian trainees. The project provided 3 webinars for more than 100 Indonesian nursing lecturers and preceptors each time, 18 workshops and developed 2 virtual reality (VR) materials, 8 supervisions of the trial class and 5 lectures onsite and online. This study aimed to clarify the effects of the project evaluated in the process and its impact using a questionnaire survey and interviews conducted. The results of the questionnaire survey for students showed that 20% of their knowledge and skills in gerontic nursing, increased and the extent of understanding and satisfaction was high. Lecurers and preceptors perceived improvement in their teaching skills, especially in theoretical thinking and evidence-based teaching methods. Notably, "the evaluation from others" would be a facilitating factor of the project. The project effects were clarified and achieved the goal and objectives of the project.
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Affiliation(s)
- Kyoko Sudo
- Bureau of International Health Cooperation, National Center for Global Health and Medicine, Tokyo, Japan
| | | | | | - Eriko Otake
- National College of Nursing Japan, Tokyo, Japan
| | | | | | - Keiko Iino
- National College of Nursing Japan, Tokyo, Japan
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Alsahafi A, Ling DLX, Newell M, Kropmans T. A systematic review of effective quality feedback measurement tools used in clinical skills assessment. MEDEDPUBLISH 2023; 12:11. [PMID: 37435429 PMCID: PMC10331851 DOI: 10.12688/mep.18940.2] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 06/14/2023] [Indexed: 07/13/2023] Open
Abstract
BACKGROUND Objective Structured Clinical Examination (OSCE) is a valid tool to assess the clinical skills of medical students. Feedback after OSCE is essential for student improvement and safe clinical practice. Many examiners do not provide helpful or insightful feedback in the text space provided after OSCE stations, which may adversely affect learning outcomes. The aim of this systematic review was to identify the best determinants for quality written feedback in the field of medicine. Methods: PubMed, Medline, Embase, CINHAL, Scopus, and Web of Science were searched for relevant literature up to February 2021. We included studies that described the quality of good/effective feedback in clinical skills assessment in the field of medicine. Four independent reviewers extracted determinants used to assess the quality of written feedback. The percentage agreement and kappa coefficients were calculated for each determinant. The ROBINS-I (Risk Of Bias In Non-randomized Studies of Interventions) tool was used to assess the risk of bias. RESULTS 14 studies were included in this systematic review. 10 determinants were identified for assessing feedback. The determinants with the highest agreement among reviewers were specific, described gap, balanced, constructive and behavioural; with kappa values of 0.79, 0.45, 0.33, 0.33 and 0.26 respectively. All other determinants had low agreement (kappa values below 0.22) indicating that even though they have been used in the literature, they might not be applicable for good quality feedback. The risk of bias was low or moderate overall. CONCLUSIONS This work suggests that good quality written feedback should be specific, balanced, and constructive in nature, and should describe the gap in student learning as well as observed behavioural actions in the exams. Integrating these determinants in OSCE assessment will help guide and support educators for providing effective feedback for the learner.
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Affiliation(s)
- Akram Alsahafi
- College of Medicine, Nursing and Health Sciences – School of Medicine, National University of Ireland, Galway, Galway, Galway. Co, H91 V4AY, Ireland
- Department of Medical Education, College of Medicine, Taif University, Saudi Arabia, P.O Box 11099, Taif 21944, Saudi Arabia
| | - Davina Li Xin Ling
- College of Medicine, Nursing and Health Sciences – School of Medicine, National University of Ireland, Galway, Galway, Galway. Co, H91 V4AY, Ireland
| | - Micheál Newell
- College of Medicine, Nursing and Health Sciences – School of Medicine, National University of Ireland, Galway, Galway, Galway. Co, H91 V4AY, Ireland
| | - Thomas Kropmans
- College of Medicine, Nursing and Health Sciences – School of Medicine, National University of Ireland, Galway, Galway, Galway. Co, H91 V4AY, Ireland
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Pannekoeke L, Knudsen SAS, Kambe M, Vae KJU, Dahl H. Ongoing training and peer feedback in simulation-based learning for local faculty development: A participation action research study. NURSE EDUCATION TODAY 2023; 124:105768. [PMID: 36881948 DOI: 10.1016/j.nedt.2023.105768] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/24/2022] [Revised: 01/20/2023] [Accepted: 02/20/2023] [Indexed: 06/18/2023]
Abstract
BACKGROUND Simulation-based learning (SBL) is often used in healthcare education. Professional development has been identified as crucial to the success of SBL. Effective, high-quality SBL requires facilitators who are multiskilled and have a range of SBL-related knowledge, skills and attitudes, which require time and practice to acquire. However, investment in facilitators' competence is often limited, particularly at smaller institutions without an associated simulation centre. OBJECTIVES The purpose of this study is to describe how a smaller university college with limited resources and limited facilitation experience has initiated continuing professional development and how this continuing professional development has contributed to maintaining and developing SBL facilitators' competence. METHOD Participatory action research has been used to improve the practice of SBL facilitators at a university college in Norway. The evaluations and reflections of 10 facilitators engaged in professional development and 44 national simulation conference participants have been analysed by way of Vaismoradi's qualitative content analysis. RESULTS A culture of participation and engagement and a clear professional development structure are both of crucial importance in the implementation and maintenance of continuing professional development in SBL. When these are present, not only does facilitation become more transparent, but facilitators become more aware of their own strengths and weaknesses, manage to address these and perceive an improvement in their confidence and competence. CONCLUSIONS Facilitators at smaller institutions without an associated simulation centre can improve their competence and confidence in SBL beyond the initial course, despite the absence of experienced mentors. The results indicate the importance of engaging in ongoing training and self-reflection based on peer feedback, the facilitators' own experience and up-to-date literature. Implementing and maintaining professional development at smaller institutions requires a clear structure, clear expectations and a culture of participation and development.
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Affiliation(s)
- Lotte Pannekoeke
- Western Norway University of Applied Sciences, Faculty of Health and Social Sciences, campus Haugesund, Bjørnsonsgate 45, 5528 Haugesund, Norway.
| | - Siv Anita Stakkestad Knudsen
- Western Norway University of Applied Sciences, Faculty of Health and Social Sciences, campus Haugesund, Bjørnsonsgate 45, 5528 Haugesund, Norway.
| | - Marianne Kambe
- Western Norway University of Applied Sciences, Faculty of Health and Social Sciences, campus Haugesund, Bjørnsonsgate 45, 5528 Haugesund, Norway.
| | - Karen Johanne Ugland Vae
- Western Norway University of Applied Sciences, Faculty of Health and Social Sciences, campus Haugesund, Bjørnsonsgate 45, 5528 Haugesund, Norway.
| | - Hellen Dahl
- Western Norway University of Applied Sciences, Faculty of Health and Social Sciences, campus Haugesund, Bjørnsonsgate 45, 5528 Haugesund, Norway.
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Davies KM, Coombes ID, Keogh S, Hay K, Whitfield KM. Medication administration evaluation and feedback tool: Longitudinal cohort observational intervention. Collegian 2023. [DOI: 10.1016/j.colegn.2022.12.001] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 03/05/2023]
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Donough G. Nursing students' experiences of clinical assessment at a university in South Africa. Health SA 2023; 28:2161. [PMID: 36873782 PMCID: PMC9982509 DOI: 10.4102/hsag.v28i0.2161] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/06/2022] [Accepted: 11/15/2022] [Indexed: 02/05/2023] Open
Abstract
Background Nursing education includes both classroom and clinical teaching. The clinical teaching was explored through this research. The successful training of the undergraduate nursing students can be attributed to effective clinical teaching and supervision and is determined by both training requirements and services provided. Although there have been several researches on clinical supervision, there is still a dearth of information of the realities of supervision regarding assessment of undergraduate nursing students. The authors' original thesis formed the foundation of this manuscript. Aim This study aimed to explore and describe nursing students at the undergraduate level experiences regarding clinical supervision. Setting The research was conducted at a nursing school at a South African university. Method After ethical clearance, focus group interviews were conducted to explore undergraduate nursing students' experiences of clinical supervision using a descriptive design and qualitative approach. Two qualified practitioners in the field collected the data. A purposive method was utilised to select nine participants from each year's level of education. Enrolled undergraduate nursing students at the institution under study formed the inclusion criteria. Utilising content analysis, the interviews were analysed. Results The findings confirmed the students' experiences of clinical supervision and voicing their concerns regarding clinical assessment versus a developmental training; clinical teaching, learning and assessment and formative assessment procedures. Conclusion A responsive clinical supervision system to strategically respond to the needs of undergraduate nursing students will aid in developmental training and assessment. Contribution Understanding of the realities of clinical teaching and supervision regarding clinical assessment and development of undergraduate nursing students.
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Affiliation(s)
- Gabieba Donough
- School of Nursing, Faculty of Community and Health Sciences, University of the Western Cape, Cape Town, South Africa
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Liu P, Chen SY, Chang YC, Ng CJ, Chaou CH. Multimodal In-training Examination in an Emergency Medicine Residency Training Program: A Longitudinal Observational Study. Front Med (Lausanne) 2022; 9:840721. [PMID: 35355591 PMCID: PMC8959571 DOI: 10.3389/fmed.2022.840721] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/21/2021] [Accepted: 02/10/2022] [Indexed: 11/13/2022] Open
Abstract
Background In-training examination (ITE) has been widely adopted as an assessment tool to measure residents' competency. We incorporated different formats of assessments into the emergency medicine (EM) residency training program to form a multimodal, multistation ITE. This study was conducted to examine the cost and effectiveness of its different testing formats. Methods We conducted a longitudinal study in a tertiary teaching hospital in Taiwan. Nine EM residents were enrolled and followed for 4 years, and the biannual ITE scores were recorded and analyzed. Each ITE consisted of 8–10 stations and was categorized into four formats: multiple-choice question (MCQ), question and answer (QA), oral examination (OE), and high-fidelity simulation (HFS) formats. The learner satisfaction, validity, reliability, and costs were analyzed. Results 486 station scores were recorded during the 4 years. The numbers of MCQ, OE, QA, and HFS stations were 45 (9.26%), 90 (18.5%), 198 (40.7%), and 135 (27.8%), respectively. The overall Cronbach's alpha reached 0.968, indicating good overall internal consistency. The correlation with EM board examination was highest for HFS (ρ = 0.657). The average costs of an MCQ station, an OE station, and an HFS station were ~3, 14, and 21 times that of a QA station. Conclusions Multi-dimensional assessment contributes to good reliability. HFS correlates best with the final training exam score but is also the most expensive format among ITEs. Increased testing domains with various formats improve ITE's overall reliability. Program directors must understand each test format's strengths and limitations to bring forth the best combination of exams under the local context.
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Affiliation(s)
- Pin Liu
- Department of Emergency Medicine, Chang Gung Memorial Hospital, Lin-Kou Medical Center, Taoyuan, Taiwan.,Department of Emergency Medicine, West Garden Hospital, Taipei, Taiwan
| | - Shou-Yen Chen
- Department of Emergency Medicine, Chang Gung Memorial Hospital, Lin-Kou Medical Center, Taoyuan, Taiwan.,Graduate Institute of Clinical Medical Sciences, Division of Medical Education, College of Medicine, Chang Gung University, Taoyuan, Taiwan
| | - Yu-Che Chang
- Department of Emergency Medicine, Chang Gung Memorial Hospital, Lin-Kou Medical Center, Taoyuan, Taiwan.,Chang Gung, Medical Education Research Center, Taoyuan, Taiwan
| | - Chip-Jin Ng
- Department of Emergency Medicine, Chang Gung Memorial Hospital, Lin-Kou Medical Center, Taoyuan, Taiwan
| | - Chung-Hsien Chaou
- Department of Emergency Medicine, Chang Gung Memorial Hospital, Lin-Kou Medical Center, Taoyuan, Taiwan.,Chang Gung, Medical Education Research Center, Taoyuan, Taiwan
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Alsahafi A, Ling DLX, Newell M, Kropmans T. A systematic review of effective quality feedback measurement tools used in clinical skills assessment. MEDEDPUBLISH 2022. [DOI: 10.12688/mep.18940.1] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/20/2022] Open
Abstract
Background: Objective Structured Clinical Examination (OSCE) is a valid tool to assess the clinical skills of medical students. Feedback after OSCE is essential for student improvement and safe clinical practice. Many examiners do not provide helpful or insightful feedback in the text space provided after OSCE stations, which may adversely affect learning outcomes. The aim of this systematic review was to identify the best determinants for quality written feedback in the field of medicine. Methods: PubMed, Medline, Embase, CINHAL, Scopus, and Web of Science were searched for relevant literature up to February 2021. We included studies that described the quality of good/effective feedback in clinical skills assessment in the field of medicine. Four independent reviewers extracted determinants used to assess the quality of written feedback. The percentage agreement and kappa coefficients were calculated for each determinant. The ROBINS-I (Risk Of Bias In Non-randomized Studies of Interventions) tool was used to assess the risk of bias. Results: 14 studies were included in this systematic review. 10 determinants were identified for assessing feedback. The determinants with the highest agreement among reviewers were specific, described gap, balanced, constructive and behavioural; with kappa values of 0.79, 0.45, 0.33, 0.33 and 0.26 respectively. All other determinants had low agreement (kappa values below 0.22) indicating that even though they have been used in the literature, they might not be applicable for good quality feedback. The risk of bias was low or moderate overall. Conclusions: This work suggests that good quality written feedback should be specific, balanced, and constructive in nature, and should describe the gap in student learning as well as observed behavioural actions in the exams. Integrating these determinants in OSCE assessment will help guide and support educators for providing effective feedback for the learner.
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Walsh JA, Sethares KA. The Use of Guided Reflection in Simulation-Based Education With Prelicensure Nursing Students: An Integrative Review. J Nurs Educ 2022; 61:73-79. [PMID: 35112944 DOI: 10.3928/01484834-20211213-01] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/20/2022]
Abstract
BACKGROUND This integrative review synthesized the findings of studies to determine the uses and outcomes of guided reflection in simulation-based education (SBE) with prelicensure nursing students. METHOD A search of Cumulative Index to Nursing and Allied Health (CINAHL) Plus, Education Resources Information Center (ERIC), Education Research Complete (ERC), and PsychINFO using the key words reflection, guided reflection, simulation (nursing education or nursing student), traditional, and baccalaureate identified 18 articles. RESULTS Findings suggest facilitation of guided reflection in SBE has a positive effect on leadership development, clinical judgment, student satisfaction, and critical thought. Development of a tool to accurately measure guided reflection is warranted. CONCLUSION Current evidence on the use of guided reflection in SBE calls for a major paradigm shift in higher education. Guided SBE experiences enhance participant knowledge, and guided reflection should be used as an innovative teaching strategy in SBE. [J Nurs Educ. 2022;61(2):73-79.].
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Abstract
Abstract
Objective
To ensure that only competent graduates are licensed to practice nursing, councils conduct licensing examinations, which may include among others clinical competency assessment. This review explored current practices in clinical competency assessment of nursing students as part of a larger study aimed at developing an evidence-based, context-specific framework for clinical competency assessment in a sub-Saharan African (SSA) country.
Methods
A scoping guided by the Preferred Reporting Items for Systematic reviews and Meta-Analyses extension for Scoping Reviews (PRISMA-ScR) was conducted.
Results
Findings from 28 out of 1151 studies identified from Scopus, PubMed, CINAHL, Wiley Online Library, and ProQuest were included and synthesized. Results show that a good assessment system must be valid, reliable, transparent, feasible, fair, objective, and must provide feedback and continually improve to have an educational impact. Clinical competency assessment systems must be developed on sound empirical evidence, pilot tested, and involve thorough training and evaluation of the examiners. Continuous evaluation of the assessment system is also essential to ensure the quality and relevance of the assessment system. Only one of the included studies was conducted in Africa.
Conclusions
The paucity of clinical competency assessment research in sub-Saharan Africa may lead to benchmarking assessment systems on research conducted outside the context. Sub-Saharan Africa has a set of circumstances that demand a context-specific clinical competency assessment framework to guide clinical competency assessment.
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Medication administration evaluation and feedback tool: Inter-rater reliability in the clinical setting. Collegian 2021. [DOI: 10.1016/j.colegn.2020.10.001] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/20/2022]
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Nursing Students' and Preceptors' Experiences with Using an Assessment Tool for Feedback and Reflection in Supervision of Clinical Skills: A Qualitative Pilot Study. Nurs Res Pract 2021; 2021:5551662. [PMID: 34113465 PMCID: PMC8154278 DOI: 10.1155/2021/5551662] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/15/2021] [Accepted: 05/07/2021] [Indexed: 12/02/2022] Open
Abstract
Background There is a need to improve students' learning in clinical practice. Undergraduate students need guidance when it comes to transferring knowledge from the classroom to clinical practice in community health services. Competence Development of Practical Procedures (COPPs), a simulation assessment tool, was used to explore students' and preceptors' experiences with feedback and reflection during the supervision of clinical skills in real practice. Method This was a pilot study with a qualitative exploratory and descriptive research design. Four students in their first year of a bachelor's programme in nursing and four preceptors participated. Data were collected from eight clinical skills performance assessments, audio recordings of supervision, and open-ended questionnaires. Data were systematized, categorized, and analysed using qualitative content analysis. Findings. Participants' experiences were divided into five categories: “learning environment, an atmosphere of respect, acceptance, and encouragement,” “students' reflections on their own personal learning,” “students' reflections on various care situations,” and “students' and preceptors' assessment and feedback.” Participants found COPPs easy to use and providing structure for assessment, feedback, and reflection during supervision. Concepts related to learning clinical skills became visible for both students and preceptors and helped students assess their performance of clinical skills. Through verbalization and reflection in supervision, participants established a consensus around what students knew and what they needed to learn. Conclusions The students and preceptors experienced the tool as a supportive structure to enhance feedback and reflection for the learning of clinical skills in municipal healthcare services. COPPs filled a gap in practice by providing a language for students and preceptors to articulate their knowledge and increasing students' awareness of what constitutes a good performance. The tool supported the coherence of concepts, enhanced clinical reasoning, and promoted deeper thinking and reflection, and the students gained insight into their own needs related to learning clinical skills.
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Hwang GJ, Wu YJ, Chang CY. A Mobile-Assisted Peer Assessment Approach for Evidence-Based Nursing Education. Comput Inform Nurs 2021; 39:935-942. [PMID: 33990503 DOI: 10.1097/cin.0000000000000753] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/25/2022]
Abstract
Students who learn evidence-based nursing can assist the healthcare team to make proper medical decisions and provide patients with valuable advice, thus optimizing the quality of patient care in specific situations. In clinical work, nursing staff members participate in decision making by searching for relevant empirical nursing literature, a basic ability required to enter clinical practice. In traditional instruction, nursing students are taught the Problem, Intervention, Comparison, and Outcome method to learn to use library resources and gather empirical nursing knowledge for decision making. However, it is a challenge for most students to have sufficient practice to make decisions correctly and to have opportunities to perceive medical cases from diverse perspectives. Therefore, we propose a peer assessment-based Problem, Intervention, Comparison, and Outcome approach to help nursing students locate correct evidence and make appropriate decisions about patient care. We performed an experiment with our approach in a nursing university training program. The experimental results reveal that the subjects learning with the proposed approach show better evidence-based nursing knowledge, learning attitude, and critical thinking ability than those learning with the traditional approach.
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Affiliation(s)
- Gwo-Jen Hwang
- Author Affiliations: Graduate Institute of Digital Learning and Education, National Taiwan University of Science and Technology (Dr Hwang), Taipei City E-learning Education Center (Ms Wu); and School of Nursing, College of Nursing, Taipei Medical University (Dr Chang), Taiwan
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Abstract
OBJECTIVES Formative peer assessment focuses on learning and development of the student learning process. This implies that students are taking responsibility for assessing the work of their peers by giving and receiving feedback to each other. The aim was to compile research about formative peer assessment presented in higher healthcare education, focusing on the rationale, the interventions, the experiences of students and teachers and the outcomes of formative assessment interventions. DESIGN A scoping review. DATA SOURCES Searches were conducted until May 2019 in PubMed, Cumulative Index to Nursing and Allied Health Literature, Education Research Complete and Education Research Centre. Grey literature was searched in Library Search, Google Scholar and Science Direct. ELIGIBILITY CRITERIA Studies addressing formative peer assessment in higher education, focusing on medicine, nursing, midwifery, dentistry, physical or occupational therapy and radiology published in peer-reviewed articles or in grey literature. DATA EXTRACTIONS AND SYNTHESIS Out of 1452 studies, 37 met the inclusion criteria and were critically appraised using relevant Critical Appraisal Skills Programme, Joanna Briggs Institute and Mixed Methods Appraisal Tool tools. The pertinent data were analysed using thematic analysis. RESULT The critical appraisal resulted in 18 included studies with high and moderate quality. The rationale for using formative peer assessment relates to giving and receiving constructive feedback as a means to promote learning. The experience and outcome of formative peer assessment interventions from the perspective of students and teachers are presented within three themes: (1) organisation and structure of the formative peer assessment activities, (2) personal attributes and consequences for oneself and relationships and (3) experience and outcome of feedback and learning. CONCLUSION Healthcare education must consider preparing and introducing students to collaborative learning, and thus develop well-designed learning activities aligned with the learning outcomes. Since peer collaboration seems to affect students' and teachers' experiences of formative peer assessment, empirical investigations exploring collaboration between students are of utmost importance.
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Affiliation(s)
- Marie Stenberg
- Department of Care Science, Faculty of Health and Society, Malmö University, Malmö, Sweden
| | - Elisabeth Mangrio
- Department of Care Science, Faculty of Health and Society, Malmö University, Malmö, Sweden
| | - Mariette Bengtsson
- Department of Care Science, Faculty of Health and Society, Malmö University, Malmö, Sweden
| | - Elisabeth Carlson
- Department of Care Science, Faculty of Health and Society, Malmö University, Malmö, Sweden
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Zhu T, Liang J, Mao M, Liu X, Qian D. Association Between Formative Assessment and Academic Performance for Undergraduate Medical Students in a Chinese Clinical Skills Training Course. Med Sci Monit 2021; 27:e929068. [PMID: 33484506 PMCID: PMC7839276 DOI: 10.12659/msm.929068] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/09/2022] Open
Abstract
BACKGROUND Previous research suggests that formative assessment (FA) enhances learning outcomes, but few studies have evaluated its impact on clinical skills training in China. We conducted this study in a clinical skills integral curriculum to further explore the educational value of FA. MATERIAL AND METHODS Sixty undergraduates from the Second Clinical Medical School of the Southern Medical University in 2016 were selected as the experimental group (consecutive FA), and 50 undergraduates in 2015 were selected as the control term (only final summative assessment, SA). Undergraduates in the FA group completed the after-class questionnaire at each lesson. Teachers, teaching content, assessment objectives, and topics are the same in both groups. RESULTS The results of single-factor covariance (ANCOVA) analysis and Cochran-Mantel-Haenszel (CMH) analysis demonstrated that students of the FA group obtained better performance and higher success rates in summative examination than in the SA group. The students with relatively poor grades benefited more from FA, while the performance of students with higher grades was similar between the FA group and SA group. According to the results of questionnaire for students, the satisfaction of students with the course increased gradually, from 84.4% to 93.0%. CONCLUSIONS Proper use of FA is associated with better learning outcomes for students, especially for those with poorer grades. Our results, together with previous research, indicated that the use of FA may be of great benefit to students' academic performance and satisfaction with the clinical skills training curriculum.
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Affiliation(s)
- Tianxin Zhu
- The Second School of Clinical Medicine, Southern Medical University, Guangzhou, Guangdong, China (mainland)
| | - Junyi Liang
- The Second School of Clinical Medicine, Southern Medical University, Guangzhou, Guangdong, China (mainland)
| | - Min Mao
- Department of Simulation Center, Zhujiang Hospital of Southern Medical University, Guangzhou, Guangdong, China (mainland)
| | - Xintong Liu
- The Second School of Clinical Medicine, Southern Medical University, Guangzhou, Guangdong, China (mainland)
| | - Dandan Qian
- Department of Simulation Center, Zhujiang Hospital of Southern Medical University, Guangzhou, Guangdong, China (mainland)
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Li Z, Huang FF, Chen SL, Wang A, Guo Y. The Learning Effectiveness of High-Fidelity Simulation Teaching Among Chinese Nursing Students: A Mixed-Methods Study. THE JOURNAL OF NURSING RESEARCH : JNR 2020; 29:e141. [PMID: 33332870 DOI: 10.1097/jnr.0000000000000418] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 12/30/2022]
Abstract
BACKGROUND High-fidelity simulation (HFS) is an interactive and complex experiential learning pedagogy. Given the limited and inconclusive evidence on the effectiveness of HFS in terms of improving student learning outcomes, a more thorough understanding of students' learning experiences and effects of HFS may inform the improvement of nursing training. PURPOSE The aim of this study was to examine the learning effectiveness score of HFS, its influencing factors, and the learning experience of nursing students. METHODS A convergent parallel mixed-methods research design was adopted. Five hundred thirty-three third-year undergraduate nursing students completed the Simulation Learning Effectiveness Inventory. Semistructured interviews were used to elicit the opinions of 22 participants regarding their participation in the HFS experience. RESULTS The quantitative findings showed a moderately high learning effectiveness of HFS among Chinese undergraduate nursing students (121.81 ± 14.93). The learning effectiveness for equipment resources (15.02 ± 2.38), course arrangement (11.18 ± 1.73), and confidence (18.56 ± 3.67) was relatively low. Extroversion and mixed personality (β = 0.14 and 0.10) and "dislike" or "general like" of the course (β = -0.45 and -0.33) were found to influence learning effectiveness (F = 54.79, p < .001, adjusted R2 = .29). In addition, the qualitative findings indicated that the participants felt positively regarding the "debriefing," "clinical abilities," and "problem solving" dimensions of the training. CONCLUSIONS/IMPLICATIONS FOR PRACTICE The focus of the education process and curriculum design of HFS activities should be on improving course arrangement, equipment resources, and students' confidence while paying attention to nursing students' personality traits and course preferences.
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Affiliation(s)
- Zhen Li
- BSN, RN, Nursing Manager, Gynaecology and Obstetrics Division, the Affiliated Hospital of Putian University, Putian, People's Republic of China
| | - Fei-Fei Huang
- PhD, RN, Associated Professor, School of Nursing, Fujian Medical University, Fuzhou, People's Republic of China
| | - Shiah-Lian Chen
- PhD, RN, Professor, Department of Nursing, National Taichung University of Science and Technology, Taichung, Taiwan, Republic of China
| | - Anni Wang
- PhD, RN, Lecturer, School of Nursing, Fudan University, Shanghai, People's Republic of China
| | - Yufang Guo
- PhD, RN, Associated Professor, School of Nursing, Shandong University, People's Republic of China
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Saunders A, Say R, Visentin D, McCann D. Evaluation of a collaborative testing approach to objective structured clinical examination (OSCE) in undergraduate nurse education: A survey study. Nurse Educ Pract 2019; 35:111-116. [PMID: 30776722 DOI: 10.1016/j.nepr.2019.01.009] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.6] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/13/2017] [Revised: 12/19/2018] [Accepted: 01/25/2019] [Indexed: 11/30/2022]
Affiliation(s)
- Annette Saunders
- School of Health Sciences, University of Tasmania, Launceston, Tasmania, 7250, Australia.
| | - Richard Say
- School of Health Sciences, University of Tasmania, Sydney, NSW, 2015, Australia.
| | - Denis Visentin
- School of Health Sciences, University of Tasmania, Sydney, NSW, 2015, Australia.
| | - Damhnat McCann
- School of Health Sciences, University of Tasmania, Launceston, Tasmania, 7250, Australia.
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Mollahadi M, Khademolhoseini SM, Mokhtari-Nouri J, Khaghanizadeh M. The Portfolio as a Tool for Mentoring in Nursing Students: A Scoping Review. IRANIAN JOURNAL OF NURSING AND MIDWIFERY RESEARCH 2018; 23:241-247. [PMID: 30034481 PMCID: PMC6034526 DOI: 10.4103/ijnmr.ijnmr_195_17] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Indexed: 11/19/2022]
Abstract
BACKGROUND One of the processes leading to education and evaluation promotion in nursing is mentoring. Moreover, using a portfolio leads to promotion of the mentoring process. Due to the importance of mentoring in nursing, its strengthening by the portfolio, the weakness of mentoring in nursing, and the lack of widespread use of portfolio in nursing education, the aim of this study was to determine portfolio content, which can help the mentoring performance. MATERIALS AND METHODS The present scoping review study was conducted in 2017. Articles were searched using the keywords portfolio, mentoring, nursing education, logbook, teaching, learning, nursing, education, and evaluation. The search was conducted in SID, IranMedex, IranDoc, Magiran, PubMed, Google Scholar, Scopus, Web of Science, and ScienceDirect databases. Studies published in Persian and English from 1997 to 2017 were reviewed. The studies were extracted based on the inclusion and exclusion criteria. RESULTS Of the 1070 articles searched, 6 were extracted for the final assessment. The results indicated that a portfolio consists of a title page, content list, introduction, record of experience, mentor's feedback and comments, self-evaluation, and educational activities. Furthermore, nursing process is required to help conduct mentoring among nursing students. CONCLUSIONS Recording experiences, feedback, etc., in the portfolios of nursing students can be helpful in conducting mentoring for student's education. It is suggested that educational managers perform mentoring in educational environments using the contents suggested in this study.
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Affiliation(s)
- Mohsen Mollahadi
- Education Development Center(EDC), Baqiyatallah University of Medical Sciences, Tehran, Iran
| | | | | | - Morteza Khaghanizadeh
- Behavioral Sciences Research Center, Baqiyatallah University of Medical Sciences, Tehran, Iran
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