Development and psychometric testing of Indonesian clinical assessment tool (In-Cat) for student nurses

2021 ◽  
Vol 18 (1-2) ◽  
Author(s):  
Justina Purwarini
Keyword(s):  
Nursing Students ◽  
Clinical Assessment ◽  
Assessment Tool ◽  
Real Life ◽  
Student Nurses ◽  
Psychometric Testing ◽  
Measurement Tool ◽  
Mixed Method Research ◽  
Teachers And Students ◽  
Competency Based

In clinical nursing, students apply knowledge gained from classroom experience to real life situations. This educational model is experiential in nature, where patient learning experiences are selected based on the successful learning process. Hence, the competencies anticipated at a certain level are achieved in accordance with the objectives of knowledge. Purpose: This study was, therefore, aimed at developing a valid clinical assessment tool to guide the education system, and evaluate nursing students’ performance during practice in Indonesia. Methods: This research employed an exploratory sequential mixed method research design. Result: The transcripts generated from Focus Group Discussions and in-depth interviews showed three major areas of competence to be achieved while undergoing clinical practice. These ought to be combined with learning outcomes on the Competency-Based Curriculum in Indonesia, and subsequently reprocessed, to establish the final results, comprising 37 items. The study shows IN-CAT as acceptable (Scale-CVI= 0.9), indicating the agreement is adequate (Cohen’s kappa= 0.795), and satisfactory (The Cronbach’s alpha= 0.949). Conclusion: The results initially specify the scale as a reliable and valid measurement tool, with the potential for use in the assessment and evaluation of clinical competence amongst nursing students. Based on the feedback from teachers and students, The assessment tool demonstrates clarified learning objectives, improved focus, and enhanced the evaluation objectivity.

Development and validation of the nursing clinical assessment tool (NCAT): a psychometric research study

2021 ◽  
Vol 18 (1) ◽  
Author(s):  
Iman Al Hashmi ◽  
Loai Mohammad Abu Sharour ◽  
Judie Arulappan ◽  
Lourance Al Hadid ◽  
Karabi Nandy
Keyword(s):  
Nursing Students ◽  
Clinical Assessment ◽  
Clinical Training ◽  
Assessment Tool ◽  
Clinical Performance ◽  
Psychometric Testing ◽  
Internal Consistency Reliability ◽  
Team Work ◽  
Development And Validation ◽  
Nursing Clinical

Abstract Objectives The aim of this pilot psychometric study was to develop and assess the reliability, validity, and applicability of a nursing clinical assessment tool (NCAT) to assess students’ clinical performance in the clinical training. Methods Total of 325 forms were completed by 36 clinical raters for undergraduate nursing students who were selected using convenience sampling. International quality and safety education for nurses (QSEN) and Benson and Clark’s (Benson, J., & Clark, F. (1982). A guide for instrument development and validation. The American Journal of Occupational Therapy, 36(12), 789–800) model guided the construction of the NCAT. Following literature review, a cross-cultural adaptation and psychometric testing were used. Results This newly developed tool showed substantial overall internal consistency reliability (Cronbach’s alpha = 0.74). Three factors (i.e. Care Provider, Leadership & Team Work and Professionalism and Ethical Considerations) were identified for construct validity using exploratory factor analysis (EFA). Conclusions This study suggests that the NCAT is a reliable, valid and applicable tool. It can be used in clinical and educational settings. Further testing of the tool in similar and different cultures is recommended.

scholarly journals MATHEMATICS IN THE NURSING PROFESSION: STUDENT AND PROFESSIONAL NURSES' PERSPECTIVE

2021 ◽  
Vol 5 (2) ◽  
pp. 125
Author(s):  
Ugorji Iheanachor Ogbonnaya ◽  
Florence Awoniyi
Keyword(s):  
Nursing Students ◽  
Real Life ◽  
Student Nurses ◽  
Study Data ◽  
School Mathematics ◽  
Nursing Profession ◽  
Learning Mathematics ◽  
Profession Student ◽  
Professional Nurses ◽  
Perceived Relevance

<p>Mathematical knowledge and skill are needed by all students in their studies and future careers. Students’ perceived relevance of mathematics in their future careers influences their attitude towards learning mathematics. This study explored student and professional nurses' perceived relevance and application of mathematics in the nursing profession. A sample size of 301 nursing students in a University in Ghana and 12 professional nurses participated in the study. Data was collected using a questionnaire and interview and was analyzed using descriptive statistics and thematic analysis. The study revealed that both the professional and the student nurses perceived Statistics, Ratio and Rates, and Percentages as the topics in school mathematics that they find most relevant and applicable to their study and practice of nursing. It is recommended that the senior high school mathematics teachers may need to always share the professional applicability of any topic they teach, by using authentic and real-life situations in various professions.</p>

Nursing Student’s Competence in Clinical Education

2021 ◽  
Vol 6 (14) ◽  
pp. 45-50
Author(s):  
SENNUR KULA ŞAHİN ◽  
Nihal SUNAL ◽  
İnsaf ALTUN
Keyword(s):  
Nursing Students ◽  
Learning Outcomes ◽  
Clinical Education ◽  
Assessment Tool ◽  
Student Nurses ◽  
Academic Competence ◽  
Clinical Instructors ◽  
Education Assessment ◽  
Safety Awareness ◽  
The Mean

Background & Aim: Assessing nursing students' competence in clinical education provides information about students' learning outcomes. Having a good the academic competence in clinical learning has always been desirable for student nurses. However, there are very few scales and studies examining the academic competence of student nurses. The aim of this study is to assess learning outcomes in Turkish student nurses using the clinical education assessment tool (AssCE). Methods: A descriptive data form, and the AssCE tool were used to collect data. Intern nursing students' clinical education was evaluated by the clinical nurse instructors using the AssCE tool. Results: The mean age of the student nurses was 22.3±0.5 years (range: 22-24 years), 90.1 % (n=81) of the students were woman, all of these were fourth-year nursing students. The mean score of AssCE was 3.99±0.71; ranging from 3.43 to 4.19.According to the instructors of the nursing students, they are highly reflectng their competencewith their own self knowledge 49.4%, ethical awarenes 46.9%, safety awareness 46.97%, scientific awareness 45.7% and their own carries out nursing care measures 34.4%. Conclusion: According to clinical instructors in the study, student nurses performed at a "good" level. It is recommended that student nurses should be supported to improve their skills and knowledge in order to improve their nursing performance. Keywords: The Clinical Education Assessment tool (AssCE), student nurse, clinical competence, nursing.

scholarly journals A Competence Model to Assess and Develop Designing Competence Assessment Tool

2021 ◽  
Vol 20 (2) ◽  
pp. 81-103
Author(s):  
Do Huong Tra ◽  
Nguyen Thi Dieu Linh
Keyword(s):  
Assessment Tool ◽  
Real Life ◽  
Assessment Tools ◽  
Educational Systems ◽  
Competence Assessment ◽  
Policy Makers ◽  
Four Dimensions ◽  
Proposed Model ◽  
Assessment Tasks ◽  
Competency Based

Studies showed that competency-based assessment improvement had generated a much greater impact on students’ achievements on standardized tests than other forms of educational activities. However, studies also indicated a number of challenges for teachers when designing competence assessment tools (CAT), especially in building assessment tasks that replicate real-life practice. There have been many different models for teachers’ assessment competencies, but the competency of designing competence assessment tools (CDCAT) was not paid much attention. In hope to develop a competency model that would serve as a supporting role in developing the CDCAT for pre-service teachers and teachers, this study used a multi-step development process to construct a teachable model that reflectived the complexity of designing assessment tools. The model consisted of 12 behavioural indicators spreading across four dimensions informed by the existing literature and empirical findings in particular contexts. To guarantee the content value of the proposed model, the research twice used the expert method by two panels. The reliability of the model was tested by analyzing the data collected from the survey with students. Interesting findings were met, and the outlined CDCAT model assisted pre-service teachers in solving issues related to their assessment competence. The model was intended for educational researchers, educators, teachers, and policy makers to support teachers’ assessment competence concerning the current accountability model across educational systems. Specific implications for developing pre-service teachers' CDCAT were discussed, followed by suggestions for future studies.

scholarly journals Students’ perceptions regarding the objective, structured, clinical evaluation as an assessment approach

2013 ◽  
Vol 18 (1) ◽  
Author(s):  
Louis F. Small ◽  
Louise Pretorius ◽  
Althea Walters ◽  
Maria Ackerman ◽  
Pandeni Tshifugula
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Clinical Evaluation ◽  
Time Allocation ◽  
Time Management ◽  
Assessment Tool ◽  
Student Nurses ◽  
Cross Sectional ◽  
Evaluation Approach ◽  
Assessment Approach

The nursing profession is characterised by the fact that a significant amount of time is spent on competency-related activities. The assessment of clinical competence is therefore an important issue in nursing education and the utilisation of objective structured clinical evaluation for that purpose was considered to be very important in this study. The objective of this research was to explore and describe the perceptions of first- and third-year student nurses with regard to the objective structured clinical evaluation assessment approach. A quantitative, cross-sectional, analytical research design was used. The instrument was a questionnaire (ordinal). This questionnaire focused on the perceptions of student nurses with regard to the objective structured clinical evaluation approach in particular, and with regard to aspects such as reality, execution, time allocation and student and assessor variables. The findings indicated that, as an assessment tool, the objective structured clinical evaluation approach was perceived as not being totally realistic, especially by the more senior nursing students (third-year) as compared with the first-year nursing students. Varying degrees of stress were experienced by the nursing students in their first and third years but, in general, the overall perception appeared to be that the approach was well organised and that the respective students would be able to perform equally well in the clinical field. It may be concluded that the majority of students appreciate the format of the objective structured clinical evaluation approach. However, the study further highlighted the fact that more extensive training of students on time management and the relief of emotional stress is necessary during the implementation of this approach.

ДІАЛОГ ЯК МЕХАНІЗМ АКСІОГЕНЕЗУ ОСОБИСТОСТІ В ПРОЦЕСІ ВИЩОЇ ПРОФЕСІЙНОЇ ОСВІТИ

1970 ◽  
Vol 8 (1) ◽  
pp. 103-109
Author(s):  
Галина Радчук
Keyword(s):  
Real Life ◽  
Educational Environment ◽  
Educational Process ◽  
Cognitive Approach ◽  
Developmental Potential ◽  
Educational Dialogue ◽  
Cultural Orientations ◽  
Teachers And Students ◽  
Stereotyped Role ◽  
Internal Initiation

Статтю  присвячено  проблемі  теоретичного  обґрунтування  діалогу  як  механізму  аксіогенезу  особистості в освітньому процесі та виокремлення сутнісних аспектів діалогізації освітнього середовища  вищої школи. Обґрунтовано, що провідними цілями сучасної вищої освіти в контексті її гуманітаризації є  загальнокультурні орієнтири, які дозволяють замінити власне  когнітивний  підхід на смислотворчий, де і  викладач, і студент є активними суб’єктами освітнього діалогу. Показано, що освітній діалог виступає  зовнішньою   спонукою   внутрішнього   ініціювання   особистісно-професійного   становлення   майбутнього  фахівця,  становлення  його  ціннісно-смислової  сфери,  а  рівень  діалогізації  освітнього  середовища  може  слугувати  мірилом  реалізації  особистісно-розвивального  потенціалу  освіти.  На  підставі  емпіричного  дослідження   визначено,  що  у   реальному   освітньому   процесі  найбільшою   перешкодою  у   діалогізації  освітнього   середовища   є      догматичність,   формалізованість   освітнього   процесу   та   закритість,  стереотипність рольової поведінки викладачів та студентів.  The  article  is  focused  on  theoretical  argumentation  of the  dialogue  as  a  mechanism  for  personality  axiogenesis in  educational process and separation of essential dialogue aspects in higher educational environment.  The author argues that general cultural orientations are main goals of modern higher education in the context of its  humanization. This allows to replace the actual cognitive approach with sense creation one, where both teacher and  student are active subjects of educational dialogue. It is shown that educational dialogue is an external stimulus of  internal initiation of personal and professional formation in future specialists, as well as formation of their value- semantic sphere. The level of dialogue in educational environment can serve as a measure of implementation of  personality and developmental potential in education. On the basis of empirical research it is determined that  dogmatism,  formalization  of  educational  process,  and  closeness,  stereotyped  role  of  teachers’  and  students’  behavior  are  the  greatest  obstacles  for  educational  environment  becoming  more  dialogue  driven  in  real-life  educational process.

Pengembangan Modul Pembelajaran IPA Berbasis Entrepreneurship di SMK Negeri 2 Kota Jambi

2014 ◽  
Vol 3 (2) ◽  
Author(s):  
Sica Septyenthi ◽  
Aprizal Lukman ◽  
Upik Yelianti
Keyword(s):  
Education System ◽  
Real Life ◽  
Instructional Materials ◽  
Design Development ◽  
Vocational High School ◽  
Face To Face ◽  
Student Entrepreneurship ◽  
Teachers And Students ◽  
Face To Face Learning ◽  
Module Development

Vocational high school consists of face-to-face learning and dual education system. Learning and dual education system may be either industrial work practices held for 3 or 6 months.During dual education system students can not attend face-to-face learning teaching material that students need to be able to learn independently. Specifically, learning science that students need to learn about the environment and its benefits for students.The purpose of this research is to develop instructional materials in the form of science module which helps students to learn independently and determine the response of vocational students to the science learning modules. Modules developed based entrepreneurship and contextual material with real life needs or students. The material presented is structured to support student entrepreneurship in order to be fit for purpose namely vocational work. This module development research design using the design development of Richey and Klein with Dick and Carey model for the development phase of the module material. Results of test responses of teachers and students concluded that the module gets a very good response, interesting and appropriate to the needs of students. Then the module materials can help students cultivate skills become entrepreneurs.

Clinical Skills in Children's Nursing

2010 ◽  
Keyword(s):  
Nursing Students ◽  
Clinical Skills ◽  
Quality Care ◽  
Student Nurses ◽  
Thinking Skills ◽  
Evidence Base ◽  
Critical Thinking Skills ◽  
Family Needs ◽  
Online Resource ◽  
Key Terms

Children's Nurses require excellent clinical skills to provide high quality care to children and young people across a range of different ages. After the first year of their training, children's nursing students must master skills of increasing complexity whilst developing clinical judgement and confidence. Therefore, it is vital that links are made to children's biology and development, family needs, legal issues and problem solving but until now, it has been hard to find all this in one place. Clinical Skills for Children's Nursing is designed for children's and general nursing students in second year onwards to facilitate the transition from closely supervised beginners, to qualified professionals. By clearly explaining essential principles, evidence and special considerations, this text helps students to build up their confidence, not just in performing skills, but also in decision-making in readiness for registration and beyond. Step-by-step guides to performing core and advanced procedures are presented in tables for easy comprehension and revision, illustrated by photographs and drawings. Each skill draws on the available evidence base, which is updated regularly on the accompanying Online Resource Centre. Uniquely, this text develops students' critical thinking skills and ability to deliver child centred care by providing clear links to anatomical, physiological and child development milestones as well as regular nursing alerts which help prevent readers from making common mistakes. Clearly reflecting the Nursing and Midwifery Council's Essential Skills Clusters for registration and beyond, Clinical Skills for Children's Nursing is designed to support student nurses develop into competent practitioners. Supported by a dedicated Online Resource Centre with up-to-date evidence, realistic scenarios, and a wealth of other tools. On the Online Resource Centre: For registered lecturers and mentors: - Figures from the book, ready to download and use in teaching material For students: - Evidence, guidelines and protocols, reviewed and updated every 6 months - Over 40 interactive scenarios - Active web links provide a gateway to the articles cited in the book - Flashcard glossary to help learn key terms

scholarly journals Pediatric Residents and Interns in an Italian Hospital Perform Improved Bibliographic Searches when Assisted by a Biomedical Librarian

2013 ◽  
Vol 8 (1) ◽  
pp. 76
Author(s):  
Mathew Stone
Keyword(s):  
Teaching Hospital ◽  
Assessment Tool ◽  
Controlled Trial ◽  
Intervention Group ◽  
Real Life ◽  
Boolean Logic ◽  
Bibliographic Databases ◽  
Control Group ◽  
Pediatric Residents ◽  
Clinical Scenarios

A Review of: Gardois, P., Calabrese, R., Colombi, N., Lingua, C., Longo, F., Villanacci, M., Miniero, R., & Piga, A. (2011). Effectiveness of bibliographic searches performed by paediatric residents and interns assisted by librarian. A randomised controlled trial. Health Information and Libraries Journal, 28(4), 273-284. doi: 10.1111/j.1471-1842.2011.00957.x Objective – To establish whether the assistance of an experienced biomedical librarian delivers an improvement in the searching of bibliographic databases as performed by medical residents and interns. Design – Randomized controlled trial. Setting – The pediatrics department of a large Italian teaching hospital. Subjects – 18 pediatric residents and interns. Methods – 23 residents and interns from the pediatrics department of a large Italian teaching hospital were invited to participate in this study, of which 18 agreed. Subjects were then randomized into two groups and asked to spend between 30 and 90 minutes searching bibliographic databases for evidence to answer a real-life clinical question which was randomly allocated to them. Each member of the intervention group was provided with an experienced biomedical librarian to provide assistance throughout the search session. The control group received no assistance. The outcome of the search was then measured using an assessment tool adapted for the purpose of this study from the Fresno test of competence in evidence based medicine. This adapted assessment tool rated the “global success” of the search and included criteria such as appropriate question formulation, number of PICO terms translated into search terms, use of Boolean logic, use of subject headings, use of filters, use of limits, and the percentage of citations retrieved that matched a gold standard set of citations found in a prior search by two librarians (who were not involved in assisting the subjects) together with an expert clinician. Main Results – The intervention group scored a median average of 73.6 points out of a possible 100, compared with the control group which scored 50.4. The difference of 23.2 points in favour of the librarian assisted group was a statistically significant result (p value = 0.013) with a 95% confidence interval of between 4.8 and 33.2. Conclusion – This study presents credible evidence that assistance provided by an experienced biomedical librarian improves the quality of the bibliographic database searches performed by residents and interns using real-life clinical scenarios.

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