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

Pazargadi, M; Ashktorab, Tahereh; Khosravi, Sharareh; Majd, Hamid Alavi

doi:10.14419/ijans.v2i1.346

Cited by 9 publications

(3 citation statements)

References 19 publications

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“…Despite various theories regarding evaluation, the lack of credible and valid evaluation tools for educational programs is still being felt [7]. Using suitable evaluation tools can create an overview of the current situation of the training programs based on the quality factors of the curriculum and can be used as a guideline for decisionmaking, planning, faculty development and improving the quality of education [8].…”

Section: Introductionmentioning

confidence: 99%

Designing an evaluation tool for evaluating training programs of medical students in clinical skill training center from consumers’ perspective

Azad,

Shakour,

Moharami

2024

BMC Med Educ

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Introduction The Clinical Skill Training Center (CSTC) is the first environment where third year medical students learn clinical skills after passing basic science. Consumer- based evaluation is one of the ways to improve this center with the consumer. This study was conducted with the aim of preparing a consumer-oriented evaluation tool for CSTC among medical students. Method The study was mixed method. The first phase was qualitative and for providing an evaluation tool. The second phase was for evaluating the tool. At the first phase, after literature review in the Divergent phase, a complete list of problems in the field of CSTC in medicine schools was prepared. In the convergent step, the prepared list was compared with the standards of clinical education and values of scriven. In the second phase it was evaluated by the scientific and authority committee. Validity has been measured by determining CVR and CVI: Index. The face and content validity of the tool was obtained through the approval of a group of specialists. Results The findings of the research were in the form of 4 questionnaires: clinical instructors, pre-clinical medical students, and interns. All items were designed as a 5-point Likert. The main areas of evaluation included the objectives and content of training courses, implementation of operations, facilities and equipment, and the environment and indoor space. In order to examine the long-term effects, a special evaluation form was designed for intern. Conclusion The tool for consumer evaluation was designed with good reliability and trustworthiness and suitable for use in the CSTC, and its use can improve the effectiveness of clinical education activities.

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Section: Introductionmentioning

confidence: 99%

Designing an evaluation tool for evaluating training programs of medical students in clinical skill training center from consumers’ perspective

Azad,

Shakour,

Moharami

2024

BMC Med Educ

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“…Professional and accurate performance of nursing skills, a good relationship with clients, a fundamental understanding of clinical practice processes, the capacity to identify and prioritize clients’ concerns, and the implementation of critical thinking must be included in the clinical practice performance evaluation (Kapinga & Amani, 2016; Khosrsvi et al, 2012). When patients, their families, and their healthcare practitioners disagree on medical decisions and care plans that have an impact on personal values and moral norms, an ethical quandary frequently arises (Pazargadi et al, 2012; Seo & Park, 2014). A study conducted in the United States revealed theoretical course as an important student trait that is strongly associated with clinical performance and defines professional behaviors for practice (Renaud et al, 2012).…”

Section: Introductionmentioning

confidence: 99%

Correlation of Academic and Clinical Practice Performance of Nursing Students in an Obstetrics and Gynecology Nursing Course; at Woldia University, Ethiopia

Yilak

2023

SAGE Open

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Mastering clinical practice is one of the hardest tasks of nursing school. It is necessary to combine professional theoretical courses with clinical nursing practice in order to qualify competent and qualified nurses. The connection between the theoretical training and clinical nursing practice, however, has not been the subject of any research. Therefore, the aim of this study was to ascertain the connection between obstetrics and gynecology theoretical courses and obstetrics and gynecology clinical practice. To assess theoretical and Clinical Practice Correlations of Comprehensive nursing students’ performance in an Obstetrics and Gynecology Nursing Course at Woldia University, Ethiopia. A retrospective cross-sectional study employing a quantitative data collection method was carried out. The data was obtained using a data extraction checklist between September 01/2022 and September 20/2022. A total of 252 people were involved in the study, including 136 regular nursing students, 93 summer nursing students, and 23 post-basic students. Data was gathered by three nursing department academic staff members. EPI data was used to enter the obtained data, which was then exported to SPSS version 22 for analysis. Bivariate and multivariable analyses were performed, and the Spearman’s rho correlation (rs) and coefficient of determination (coef) were declared significant at a p-value of .05 and a 95% confidence interval (CI). A total of 252 study participants comprised 174 (69.1%) male and 74 (30.9%) female nursing students included in the current study Clinical success in obstetrics and gynecology was strongly and favorably correlated with academic success in obstetrics and gynecology theoretical courses (rs = 0.7–0.89), p < .05. moreover, linear regression results revealed 37.45% to coefficient determination for regular students, 38.2% to 47.3% for summer nursing students and 18.1% to 33% post-basic nursing students. To sum up, a significant positive association existed between students’ achievements in theoretical and clinical practice of obstetrics and gynecology nursing courses. Improving students’ academic performance in obstetrics and gynecology can also enhance their performance in clinical obstetrics and gynecology. However, the variance in performance in obstetrics and gynecology clinical practice was explained by academic achievement in obstetrics and gynecology theoretical courses by 22.35%.

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“…The faculty members in medicine are still faced with challenges concerning the improvement of evaluation tools and the creation of tools for evaluating factors which are hard to quantify or qualify, such as professionalism, group work and expertise . (6) Despite various theories regarding evaluation, the lack of credible and valid evaluation tools for educational programs is still being felt (7). Using suitable evaluation tools can create an overview of the current situation of the training programs based on the quality factors of the curriculum and can be used as a guideline for decision-making, planning, faculty development and improving the quality of education (8).…”

Section: Introductionmentioning

confidence: 99%

Designing a psychometric assessment tool for evaluating Training Programs of Clinical Skill Training Center from Consumers’ Perspective

Azad,

Shakour,

Moharami

2023

Preprint

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Introduction: The Clinical Skill Training Center (CSTC) is the first educational environment where students learn clinical skills. Consumer- based evaluation is one of the ways to improve this center with the consumer. This study was conducted with the aim of preparing a consumer-oriented evaluation tool for CSTC. Method: The study was mixed method. After literature review in the Divergent phase, a complete list of problems in the field of CSTC was prepared. In the convergent stage, the prepared list was placed next to the clinical education standards and Scriven evaluation values and reviewed with the highest degree by the scientific committee consisting of experts from the Faculty of Medicine and Clinical Education and compared to limiting them according to the criteria. Validity has been measured by determining CVR and CVI: Index. The face and content validity of the tool was obtained through the approval of a group of specialists. Results: The findings of the research were in the form of 4 questionnaires: clinical instructors, pre-clinical students, and medical trainees and interns. All items were designed as a 5-point Likert. The main areas of evaluation included the objectives and content of training courses, implementation of operations, facilities and equipment, and the environment and indoor space. In order to examine the long-term effects, a special evaluation form was designed for intern. Conclusion: The tool for consumer evaluation was designed with good reliability and trustworthiness and suitable for use in the CSTC, and its use can improve the effectiveness of clinical education activities.

show abstract

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

Cited by 9 publications

References 19 publications

Designing an evaluation tool for evaluating training programs of medical students in clinical skill training center from consumers’ perspective

Designing an evaluation tool for evaluating training programs of medical students in clinical skill training center from consumers’ perspective

Correlation of Academic and Clinical Practice Performance of Nursing Students in an Obstetrics and Gynecology Nursing Course; at Woldia University, Ethiopia

Designing a psychometric assessment tool for evaluating Training Programs of Clinical Skill Training Center from Consumers’ Perspective

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