Nursing students' evaluation of a new feedback and reflection tool for use in high-fidelity simulation – Formative assessment of clinical skills. A descriptive quantitative research design

Solheim, Elisabeth; Plathe, Hilde; Eide, Hilde

doi:10.1016/j.nepr.2017.08.021

Cited by 25 publications

(24 citation statements)

References 22 publications

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“…This part clarifies the next stages for learning. [ 36 ] Evaluation along with feedback in education is essential for the student and his/her teacher's growth. Appropriate feedback received by nursing colleagues, faculty members, and their supervisors increases their sense of empowerment.…”

Section: Discussionmentioning

confidence: 99%

The portfolio as a tool for mentoring in nursing students: A scoping review

Mollahadi

Khademolhoseini

Nouri

et al. 2018

Iranian J Nursing Midwifery Res

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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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Section: Discussionmentioning

confidence: 99%

The portfolio as a tool for mentoring in nursing students: A scoping review

Mollahadi

Khademolhoseini

Nouri

et al. 2018

Iranian J Nursing Midwifery Res

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“…This is a generic and holistic tool applicable as a support for teaching many clinical skills and specifies expected learning outcomes. 17 The tool is intended to support reflection and systematic feedback. COPP was inspired by and developed from the Model of Practical Skill Performance, 18 person-centred practice in nursing, 19 guidelines, and clinicbased knowledge.…”

Section: Transfer Of Knowledge Between Different Contexts Of Learningmentioning

confidence: 99%

“…32 Clinical skills are complex, requiring technical aspects, theoretical and practical knowledge, caring intention attuned to both patient and environment, and ethical consideration. 18 Although students evaluated a tool for reflection and feedback in excellent high fidelity practice 17 ,we cannot assume that students are competent to transfer this knowledge from the skill centre into clinical practice.…”

Section: Clinical Reasoningmentioning

confidence: 99%

“…COPP provided support for preceptors and the students in terms of establishing a common language and structuring the guidance between the student and the preceptor, as confirmed by an earlier study of COPP. 17 Formalized strategies or educational models are needed to enhance students' learning experiences. 44…”

Section: How Enhancing Clinical Reasoning and Deepenmentioning

confidence: 99%

Section: Abbreviationsmentioning

confidence: 99%

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Nursing students’ and preceptors’ experiences with a structure for feedback and reflection in supervision and learning in clinical practice ‒ a pilot study with a qualitative exploratory and descriptive design.

Plathe¹,

Solheim²,

Eide³

2020

Preprint

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Background: There is a need to improve students’ learning in clinical practice. Undergraduate students may need help transferring knowledge from reflection and feedback in simulation to clinical practice in community health service. Students and preceptors may need to improve feedback and reflection in supervising. Method. The study was a pilot with a qualitative exploratory descriptive research design. It’s aim was to explore students’ and preceptors’ experiences with a structured tool for reflection and feedback during supervision of clinical skills in practice. Four students in their first year of a bachelor’s programme in nursing and four preceptors participated. Data were collected from eight clinical skills performances, audiotaped debriefings, and open-ended questionnaires. Data were analysed by content analysis. Result: The data revealed that participants experienced four categories: “open and honest in debriefing,” “reflections on personal learning,” “reflection on the situation,” and “feedback.” Participants’ experiences supported structure in feedback and reflection. Participants’ experiences of common meaning of concepts supported structure in feedback and reflection. Conclusions : The students and preceptors experienced the clinical tool as an effective supplement to the supervision and learning of clinical skills.

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