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Summary
Nursing students often play a passive role in self-evaluation during clinical assessments. Teacher-dominated interactions are common, highlighting a need for improved student engagement in clinical evaluation processes.
Area of Science:
- Nursing Education
- Clinical Assessment
- Healthcare Professional Development
Background:
- Effective clinical evaluation is crucial for nursing students' professional growth.
- Understanding student self-evaluation dynamics is key to improving educational outcomes.
- Previous research indicates varying levels of student engagement in assessment processes.
Purpose of the Study:
- To explore the self-evaluation practices of nursing students during clinical evaluations.
- To analyze the structure and content of evaluation sessions.
- To examine the nature of student-teacher relationships within these evaluations.
Main Methods:
- Non-participant observation of 81 nursing students' evaluation sessions.
- Data collection in hospital and health center settings.
- Qualitative analysis of observed interactions and session structures.
Main Results:
- Nursing students exhibited a predominantly passive role in self-evaluation.
- Teacher-dominated interactions were the most frequently observed dynamic.
- The structure and topics within evaluation sessions often reinforced passive student roles.
Conclusions:
- Current clinical evaluation methods may not adequately foster active student self-evaluation.
- Enhancing student participation and modifying teacher-student dynamics are necessary.
- Further in-depth analysis of clinical evaluation is recommended to optimize learning.