Students’ Assessment and Self-assessment of Nursing Clinical Faculty Competencies

Lovrić, Robert; Prlić, Nada; Zec, Davor; Pušeljić, Silvija; Žvanut, Boštjan

doi:10.1097/nne.0000000000000137

Cited by 14 publications

(23 citation statements)

References 27 publications

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“…Of these, 47 items were adopted from the Nursing Clinical Teacher Effectiveness Inventory (NCTEI) questionnaire, representing 5 categories: teaching ability (TA), nursing competences (NC), evaluation (EVAL), mentor-student relationship (M/S), and mentor's personality (PER) [16]. The NCTEI is a valid instrument used to evaluate mentors' competences and has been used in various studies [12,17,18]. The NCTEI questionnaire was translated from English to Croatian through the following steps: forward translation by 2 bilingual experts, independently; back translation, without any reference to the original instrument wording; comparison of the original and the translated items by another bilingual expert; and revision of the translated items according to the researchers' knowledge and experience [19].…”

Section: Questionnairesmentioning

confidence: 99%

“…Effective clinical education relies on many factors, one of which will be the assessment of mentor competence. A combination of self-assessment and assessment of mentors' competences is necessary to ensure an effective clinical education [12]. This awareness helps the individual to become active and willing to introduce the required changes (i.e., to improve in personal and professional development as a mentor).…”

Section: Introductionmentioning

confidence: 99%

“…Self-assessment should not imply an isolated or individualistic activity; it should commonly involve other sources of information. However, we believe that mentors' self-assessment in nursing education has not been sufficiently studied [12]. Differences between students' expectations, students' evaluations, and mentors' self-assessments indicate a lack of information exchange on each other's expectations, as well as a lack of feedback on of students' and mentors' performance [2,3].…”

Section: Introductionmentioning

confidence: 99%

“…Janssens Frans and Amelsvoort van Gonnie (2008) suggest that self-evaluation is a tool that ensures the quality of final outcomes [13]. The act of self-assessment is an intrinsically difficult task [12]. Mentors typically do not have all the information required to make accurate selfassessments.…”

Section: Introductionmentioning

confidence: 99%

“…dissonance between mentors' self-assessment and their actual level of knowledge) [14]. Consequently, they may make potentially avoidable errors [12]. Self-assessment has significant value in developing the mentors' self-reflection skills, thereby improving the quality of education [15].…”

Section: Introductionmentioning

confidence: 99%

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Nursing Students’ Expectations and Evaluations of Mentors’ Competences and Mentors’ Self-Evaluations as Indicators of Mentoring Process Quality

Lovrić¹

2017

AJNS

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Important information about the clinical education can be revealed by nursing students' initial expectations and final evaluation of mentors' competences, and mentor's self-evaluation of their competences. The aim of this study was to examine whether these constructs can be used for evaluating the atmosphere in clinical education. This was a nonexperimental prospective study. Data were collected between January and April 2012, in 12 clinics at the University Hospital Osijek. The participants were undergraduate nursing students in years 1, 2, and 3 (n = 150) and their mentors (n = 35) at the Faculty of Medicine, University of Osijek, during the academic year of 2012/2013. The instrument was a modified version of the questionnaire taken from The Nursing Clinical Teacher Effectiveness Inventory (NCTEI). Prior to clinical practice, the students evaluated the desirability of each competence expected from a mentor; after the clinical practice, the students estimated how often their mentor possessed and applied those competences. Mentors have evaluated their own competences according to the same items. Comparison of students' expectations and estimates shows significantly higher expectations of first and third year students (p<0.001). Mentors' self-assessed competences, compared to students' evaluations, were rated significantly higher by mentors of all three years (p<0,001). The comparison of nursing students' initial expectations and final evaluation of mentors' competences, and mentor's self-evaluation of their competences, when they are significantly different, can provide relevant information about potential problem in clinical education.

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Section: Questionnairesmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 3 more Smart Citations

Nursing Students’ Expectations and Evaluations of Mentors’ Competences and Mentors’ Self-Evaluations as Indicators of Mentoring Process Quality

Lovrić¹

2017

AJNS

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Instruments assessing nurse educator's competence: A scoping review

et al. 2022

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Aim The aim of this review was to synthesize the instruments that assess nurse educators' competence. Design A scoping review was conducted with the five‐stage process informed by Arksey and O'Malley. Review Methods The predetermined search strategy was used including an additional hand search. The studies were selected according to inclusion and exclusion criteria to answer the research questions followed: (1) “What instruments are used to assess nurse educators' competence?”, (2) “How are the psychometric properties of nurse educators' competence instruments reported in the literature?”. The thematic synthesis was used. Data Sources The literature search was conducted in January 2021 using the CINAHL, MEDLINE and ERIC databases from January 2000 to December 2020. Results Of the 1,567 articles searched through, 25 met the inclusion criteria. A total of 19 instruments with 10 areas of competence were identified. Typical competence areas were pedagogical and nursing competence. In addition, leadership in managerial competence was included in several instruments. However, the theoretical backgrounds of the instruments varied and the psychometric properties were reported in varied ways in reviewed studies. Implications for the Profession This study provides evidence about the valid and comprehensive assessment of nurse educators' competence, as competent nurse educators promote excellence in nursing education. To assess a nurse educators' competence comprehensively, a variety of theoretical backgrounds of this competence and more than one instrument for the measurement need to be considered. The selection of the instruments to assess nurse educators' competence should be based on the selected theoretical background and use of valid measurements. Reporting Method This study was reported by following the reporting recommendations of the PRISMA extension for Scoping Reviews (PRISMA‐ScR). Patient or Public Contribution No Patient or Public Contribution was applied, since research design was a scoping review.

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