Are workplace-based assessment methods (DOPS and Mini-CEX) effective in nursing students’ clinical skills? A single-blind randomized, parallel group, controlled trial

Jasemi, Madineh; Rezaie, Soheila Ahangarzadeh; Maslakpak, Masumeh Hemmati

doi:10.1080/10376178.2020.1735941

Cited by 5 publications

(4 citation statements)

References 30 publications

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“…Another study was conducted by Jasemi et al to investigate the impact of evaluations made by the direct observation of procedural skills (DOPS) and the traditional portfolio method on learning clinical skills among nursing students. The results of this study also showed that using DOPS approach, the mean scores were higher in the intervention group than in the control group, which implemented conventional methods [17], which is consistent with the results of the present study. The results of the above researches show that Mini-CEX evaluation has improved the clinical skills of nursing students, which is in line with the results of the current study.…”

Section: Discussionsupporting

confidence: 91%

The impact of the evaluations made by Mini-CEX on the clinical competency of nursing students

et al. 2022

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Introduction Clinical competency is defined as one’s capabilities in terms of knowledge, attitude and practice, and is a necessity for nursing practice. Evaluation is the inseparable part of the education process, without which the quality of education could not be measured. Considering the characteristics of clinical education and its impact on the clinical competency of students, as well as the importance of making precise evaluations of them using scientific, modern and efficient approaches, this study aims to investigate the impact of the evaluation made using Mini-Clinical Evaluation Exercise on the clinical competency of the nursing students of the School of Nursing and Midwifery Shahid Behesti University. Methods This is a quasi-experimental study with a control group conducted on students who were taking courses “Nursing care for a sick child”. The students were classified into the intervention and control groups using complete enumeration. The evaluations were made using Mini-Clinical Evaluation Exercise in the intervention group and the portfolio approach in the control group. The skills regarding patient (mother–child) education, IV therapy and medication were evaluated by checklists. Findings The results showed that the mean score of clinical competency in the intervention group was significantly higher than that of the control group. Conclusion Considering the improvement of clinical competency in the intervention group, it is recommended to use Mini-Clinical Evaluation Exercise for the evaluation of students.

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Section: Discussionsupporting

confidence: 91%

The impact of the evaluations made by Mini-CEX on the clinical competency of nursing students

et al. 2022

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“…Mini-clinical evaluation exercise (mini-CEX), an assessment method for evaluating the comprehensive clinical ability of medical students, has been widely used in the field of multidisciplinary medical education in China and abroad. It has gradually emerged in the field of nursing [12,13].…”

Section: Introductionmentioning

confidence: 99%

Application of flipped classroom based on CDIO concept combined with mini-CEX evaluation model in the clinical teaching of orthopedic nursing

Ning

Zhang

et al. 2023

BMC Med Educ

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Background After the COVID-19 epidemic, the state has paid more attention to the clinical teaching function of affiliated hospitals of colleges and universities. Strengthening the integration of medicine and education and improving the quality and effect of clinical practice teaching are critical challenges facing medical education. The difficulty of orthopedic teaching lies in the characteristics of a wide variety of diseases, strong professionalism, and relatively abstract characteristics, which affect the initiative, enthusiasm, and learning effect of nursing students. In this study, a flipped classroom teaching plan based on the CDIO (conceive–design–implement–operate) concept was constructed and practiced in the orthopedic nursing student training course to improve the effect of practical teaching, and it is convenient for teachers to implement more effective and targeted teaching in the flipped classroom of nursing education and even medical education in the future. Methods Fifty undergraduate nursing students who practiced in the Orthopedics Department of a tertiary hospital in June 2017 were enrolled in the control group, while 50 undergraduate nursing students who practiced in the same department in June 2018 were enrolled in the intervention group. The intervention group adopted the flipped classroom teaching mode of the CDIO concept, whereas the control group adopted the traditional teaching mode. After finishing the department practice task, the students in the two groups completed the evaluation of theory, operation skills, independent learning ability, and critical thinking ability. They completed the evaluation of clinical practice ability in eight dimensions, including four processes of nursing procedures, humanistic care ability, and evaluation of clinical teaching quality for two groups of teachers. Results After teaching, the clinical practice ability, critical thinking ability, autonomous learning ability, theoretical and operational performance, and evaluation of clinical teaching quality in the intervention group were significantly higher than those in the control group (all p < 0.05). Conclusion The CDIO-based teaching mode can stimulate the independent learning ability and critical thinking ability of nursing interns, promote the organic combination of theory and practice, improve their ability to comprehensively use theoretical knowledge to analyze and solve practical problems, and improve teaching effectiveness.

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“…Mini-CEX and DOPS can assess the trainees’ performance and give feedback at the same time, prompting them to recognize the shortcomings in learning and make targeted improvements. [ 25 ] In this study, we found that the post-teaching Mini-CEX and DOPS assessment scores of both groups were significantly higher than the pre-teaching scores. The post-teaching assessment scores of the observation group were higher compared with the control group, suggesting that within the emergency trauma MDT model, receiving mind maps combined with PBL teaching can improve the comprehensive clinical competence of the trainees more than participating in the traditional LBL teaching.…”

Section: Discussionmentioning

confidence: 59%

Application of symptom-based mind mapping combined with PBL teaching method in emergency trauma standardized resident training in MDT model

Liu

Zhang

et al. 2022

Medicine

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Explore the feasibility and effectiveness of accepting mind mapping combined with problem-based learning (PBL) teaching method in the standardized training of emergency surgery residents in the multi-disciplinary team (MDT) model of emergency trauma. Eighty-nine doctors under training who rotated in the Department of Emergency Surgery of the First Affiliated Hospital of Anhui Medical University from January 2021 to January 2022 were selected as the study subjects, and randomly divided into a group receiving mind mapping combined with PBL teaching and a group receiving traditional lecture-based learning teaching. Mini-clinical evaluation exercise (Mini-CEX), direct observation of procedural skills (DOPS), teaching adherence, and satisfaction assessments were completed at the time of discharge from the department. There were no significant differences between the observation and control group trainees in terms of gender, age, education, and entry grades. Both groups of doctors were better able to participate in their respective teaching modes and made significant progress. The participants in the observation group had significantly higher Mini-CEX, DOPS, and teaching satisfaction scores than the control group (P < .05). Under the MDT model of emergency trauma, the combination of mind mapping and PBL teaching can improve the comprehensive clinical ability of the trainees more than participating in the traditional lecture-based learning teaching, which is worth promoting and implementing in the clinical standardized training.

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Are workplace-based assessment methods (DOPS and Mini-CEX) effective in nursing students’ clinical skills? A single-blind randomized, parallel group, controlled trial

Cited by 5 publications

References 30 publications

The impact of the evaluations made by Mini-CEX on the clinical competency of nursing students

The impact of the evaluations made by Mini-CEX on the clinical competency of nursing students

Application of flipped classroom based on CDIO concept combined with mini-CEX evaluation model in the clinical teaching of orthopedic nursing

Application of symptom-based mind mapping combined with PBL teaching method in emergency trauma standardized resident training in MDT model

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