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Related Experiment Videos

Influences on self-evaluation during a clinical skills programme for nurses.

J Yeo¹, A Steven, P Pearson

¹Gateshead Health NHS Foundation Trust, Gateshead, UK. jennyyeo@doctors.org.uk

Advances in Health Sciences Education : Theory and Practice

|September 18, 2009

Summary

Self-evaluation in nursing education is complex. While learners may feel confident, expressing that confidence is socially negotiated, influenced by factors like modesty and perceived progress.

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Area of Science:

Nursing Education
Healthcare Professional Development
Educational Psychology

Background:

Shift towards student-centred learning and lifelong education.
Self-evaluation as a tool for continuous professional development.
Limited understanding of student self-assessment processes.

Purpose of the Study:

To explore influences on self-evaluation use in senior nursing students.
To investigate how students perform self-assessment during a clinical skills course.

Main Methods:

Grounded theory methodology with constructionist and postmodernist influences.
Data collection via semi-structured interviews, observation, and numerical self-evaluation ratings.
Iterative thematic analysis of data from 14 students and 1 supervisor.

Main Results:

Feeling confident and stating confidence are distinct; confidence is influenced by clinical skills perception and credibility.
Stating confidence is socially negotiated, affected by modesty and progress demonstration.
Self-evaluation can be influenced by discourses of empowerment and surveillance.

Conclusions:

Self-evaluation in nursing education is socially constructed and complex.
Learners can be both empowered and controlled through self-evaluation processes.
Further research into the social construction of self-evaluations is recommended for educational practice.