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The evaluation stage signals the end of the nursing process. The nurse gathers evaluative data to assess whether or not the patient has attained the expected results. Whereas the nurse collects data in the nursing assessment to identify the patient's health concerns, the evaluation stage data determines if the indicated health issues are resolved. Evaluative data collection includes two sections: the data acquired to evaluate patient outcomes and the time criteria for data collection.
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Evaluation of the teaching process enables the nurse to determine if the patient's learning needs were met and if training was effective. If the expected outcomes are not met, the care plan is revised, and additional education or reinforcement is provided. Nurses can ask questions after the session or obtain feedback to assess the patient's understanding of the topic.
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Planning for learning involves the development of a teaching plan. Teaching plans are similar to nursing care plans—both follow the steps of the nursing process. Planning in the teaching process involves setting goals and outcomes. Here, goals identify what a patient needs to achieve to understand a healthcare topic better, whereas the outcomes are the action to be performed by the patient to achieve the goal within a timeframe. For example, if the goal is to educate the patient about...
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Using the design-thinking method to develop and validate a peer evaluation scale for team-based learning (PES-TBL)

Young-Ran Kweon1, Jungrim Park2

  • 1Department of Nursing, Chonnam National University, Gwangju, Republic of Korea.

Nurse Education Today
|June 1, 2023
PubMed
Summary

A new 12-item peer evaluation scale was developed using design thinking for team-based learning. This validated tool measures responsibility, initiative, and collaboration, enhancing nursing education assessments.

Keywords:
Design thinkingNursing studentsPeer reviewTeam-based learningValidation study

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Area of Science:

  • Medical Education
  • Nursing Education
  • Educational Psychology

Background:

  • Peer evaluation is crucial for understanding team dynamics in learner-centered education.
  • Existing scales lack validity and reliability in reflecting student experiences in team-based learning (TBL).

Purpose of the Study:

  • To develop and validate a peer evaluation scale specifically for team-based learning environments.
  • To ensure the scale accurately captures students' classroom experiences.

Main Methods:

  • A cross-sectional methodological study involving four universities in South Korea.
  • The design-thinking method was used to develop a 12-item scale, with input from 8 nursing students and 8 professors.
  • Scale validation involved 722 nursing students, utilizing exploratory and confirmatory factor analyses, split-half analysis, and reliability testing (Cronbach's alpha, McDonald's omega, composite reliability).

Main Results:

  • A 12-item peer evaluation scale with a 5-point rating was successfully developed through design thinking stages.
  • Exploratory factor analysis identified three key factors: responsibility, initiative, and collaboration.
  • Confirmatory factor analysis confirmed good construct validity, with acceptable convergent and discriminant validity. All reliability measures exceeded 0.70.

Conclusions:

  • The design-thinking approach effectively incorporated learner perspectives in creating a peer evaluation instrument.
  • The developed scale demonstrates adequate reliability and validity for assessing nursing students in team-based learning.
  • This validated scale can be effectively implemented in team-based learning assessments within nursing education.