scholarly journals The Relationship Between Learning Methods, Participation Of Nurse Educator, And The Student’s Clinical Performance As Perceived By S1 Nursing Students (Stage 1)

2003 ◽  
Vol 7 (1) ◽  
pp. 22-31
Author(s):  
Elly Nurachmah ◽  
◽  
Yulia Yulia ◽  
Keyword(s):  
Nursing Students ◽  
Clinical Performance ◽  
Nurse Educator ◽  
Learning Methods ◽  
Stage 1 ◽  
The Relationship

Teacher Stories of Blame When Assigning a Failing Grade

2014 ◽  
Vol 11 (1) ◽  
pp. 91-100 ◽  
Author(s):  
Susan G. Poorman ◽  
Melissa L. Mastorovich
Keyword(s):  
Nursing Students ◽  
Nurse Educators ◽  
Clinical Performance ◽  
Nurse Educator ◽  
Teacher Stories ◽  
Educational Literature ◽  
Teachers Experiences ◽  
Undergraduate Programs

AbstractNurse educators are required to routinely evaluate students. While there is a plethora of information in the educational literature about how to write exams, develop rubrics, or evaluate clinical performance, there is a paucity of research related to teachers’ experiences of evaluation. Using a Heideggerian hermeneutical approach, this study sought to answer: (1) what are the experiences of nurse educators evaluating nursing students? and (2) what do these evaluative experiences mean to the nurse educator? Thirty nurse educators from 19 undergraduate programs were interviewed for this study. Implications for nurse educators are discussed.

scholarly journals Factors Influencing Metacognition, Communication Skills, and Confidence in the Performance of Core Basic Nursing Skills on Clinical Competency in Nursing Students

2019 ◽  
Vol 25 (4) ◽  
pp. 448-458 ◽  
Author(s):  
Soeun Jang ◽  
Soyoung Kim ◽  
Namhee Park
Keyword(s):  
Nursing Students ◽  
Communication Skills ◽  
Intervention Program ◽  
Clinical Performance ◽  
Correlation Coefficients ◽  
Clinical Competency ◽  
Performance Factors ◽  
Factors Influencing ◽  
Nursing Skills ◽  
The Relationship

Purpose: The aim of this study was to identify the effect of metacognition, communication skills, and confidence in the performance of core basic nursing skills on clinical competency in nursing students. Methods: A total of 158 students were recruited from two nursing colleges in B metropolitan city. Data were collected by means of self-reported questionnaires from December 3-31, 2018 and analyzed using descriptive statistics, t-test, ANOVA, Pearson's correlation coefficients and multiple linear regression with SPSS 21.0. Results: Metacognition, communication skills, and confidence in the performance of core basic nursing skills were higher than normal and the relationship between the variables metacognition (r=.69, p=<.001), communication skills (r=.69, p=<.001), and confidence in the performance of core basic nursing skills (r=.59, p=<.001) were highly positively correlated with clinical performance. Factors influencing these three variables accounted for 64.4% of clinical competency. Conclusion: Further research on the development of the curriculum and intervention program, and the verification of the effect are needed.

scholarly journals Comparing formative and summative simulation-based assessment in undergraduate nursing students: nursing competency acquisition and clinical simulation satisfaction

BMC Nursing ◽  
2021 ◽  
Vol 20 (1) ◽  
Author(s):  
Oscar Arrogante ◽  
Gracia María González-Romero ◽  
Eva María López-Torre ◽  
Laura Carrión-García ◽  
Alberto Polo
Keyword(s):  
Nursing Students ◽  
Formative Evaluation ◽  
Clinical Performance ◽  
Summative Evaluation ◽  
Cross Sectional ◽  
Undergraduate Nursing Students ◽  
Clinical Simulation ◽  
Undergraduate Nursing ◽  
Validated Questionnaire ◽  
Evaluation Strategies

Abstract Background Formative and summative evaluation are widely employed in simulated-based assessment. The aims of our study were to evaluate the acquisition of nursing competencies through clinical simulation in undergraduate nursing students and to compare their satisfaction with this methodology using these two evaluation strategies. Methods Two hundred eighteen undergraduate nursing students participated in a cross-sectional study, using a mixed-method. MAES© (self-learning methodology in simulated environments) sessions were developed to assess students by formative evaluation. Objective Structured Clinical Examination sessions were conducted to assess students by summative evaluation. Simulated scenarios recreated clinical cases of critical patients. Students´ performance in all simulated scenarios were assessed using checklists. A validated questionnaire was used to evaluate satisfaction with clinical simulation. Quantitative data were analysed using the IBM SPSS Statistics version 24.0 software, whereas qualitative data were analysed using the ATLAS-ti version 8.0 software. Results Most nursing students showed adequate clinical competence. Satisfaction with clinical simulation was higher when students were assessed using formative evaluation. The main students’ complaints with summative evaluation were related to reduced time for performing simulated scenarios and increased anxiety during their clinical performance. Conclusion The best solution to reduce students’ complaints with summative evaluation is to orient them to the simulated environment. It should be recommended to combine both evaluation strategies in simulated-based assessment, providing students feedback in summative evaluation, as well as evaluating their achievement of learning outcomes in formative evaluation.

Sign in / Sign up

Export Citation Format

Share Document