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Iranian nursing students' comprehension and experiences regarding evaluation process: a thematic analysis study.
Mojtaba Vaismoradi1, Zohreh Parsa-Yekta
1Faculty of Nursing & Midwifery, Tehran University of Medical Sciences, Tehran, Iran.
Scandinavian Journal of Caring Sciences
|September 21, 2010
Summary
Iranian nursing students perceive a significant gap between their ideal evaluation processes and their actual experiences. This study highlights the need for improved fairness and justice in academic and clinical nursing education evaluations.
Area of Science:
- Medical Education
- Nursing Education
- Qualitative Research
Background:
- The evaluation process in nursing education is crucial for developing competent healthcare professionals.
- Understanding student perceptions of evaluation is essential for improving educational quality.
Purpose of the Study:
- To explore Iranian nursing students' comprehension and experiences of the evaluation process in classroom and clinical settings.
- To identify themes related to student perceptions of fairness and effectiveness in nursing education evaluations.
Main Methods:
- Qualitative design utilizing thematic analysis.
- Purposeful sampling of 13 bachelor's degree nursing students.
- Semi-structured interviews for data collection.
Main Results:
- Three emergent themes: 'definition of evaluation process', 'unfair evaluation', and 'ideal evaluation'.
- The 'unfair evaluation' theme included sub-themes of 'problematic process' and 'unexpected outcome'.
- A notable discrepancy exists between students' expectations of fair evaluation and their lived experiences.
Conclusions:
- There is a significant gap between Iranian nursing students' ideal and experienced evaluation processes.
- Revisions to the evaluation process are needed to enhance perceived fairness and justice among nursing students.
- Findings offer insights for international nurse educators to address weaknesses in evaluation practices.
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