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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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There are several characteristics related to delivering nursing care. One vital characteristic of the nursing process is that it can be used to protect nurses and justify the provided care. Productive use of the nursing process requires the knowledge and skills of nurses to assess and solve issues. Nurses should develop and strengthen their critical thinking skills and evidence-based nursing interventions to improve their skills in formulating nursing care plans. A well-defined approach to...

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Using Learning Outcome Measures to assess Doctoral Nursing Education

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Nursing students' perspectives on peer assessment in basic nursing procedures: A qualitative study.

Siyu Fan¹, Shiyu Wang¹, Yu Zhao¹

¹Wuxi School of Medicine, Jiangnan University, Wuxi, China.

Nurse Education Today

|September 10, 2024

Summary

Peer assessment in nursing education can enhance learning and objectivity, but challenges like inconsistent criteria exist. Recommendations focus on improving peer assessment design and integrating lecturer evaluations for better basic nursing skills evaluation.

Keywords:

Basic nursing skills Nursing education Nursing students Peer assessment Students' perceptions

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Area of Science:

Nursing Education
Health Professions Education
Medical Simulation

Background:

Traditional nursing skills assessment relies on lecturer evaluations, which can be subjective.
Subjectivity in assessment may limit objectivity and accuracy in evaluating student nursing skills.
Peer assessment is explored as a potential method to enhance objectivity and fairness in nursing education.

Purpose of the Study:

To evaluate the effectiveness of peer assessment in basic nursing skills examinations.
To understand nursing students' perceptions of peer assessment.
To explore the feasibility of peer assessment as an alternative to traditional faculty assessment.

Main Methods:

Qualitative research design.
Face-to-face, semi-structured interviews with 23 second-year nursing students.
Thematic analysis of interview data.

Main Results:

Students reported positive sentiments, including enhanced learning and improved objectivity.
Challenges identified were inconsistent scoring, increased anxiety, and potential team conflict.
Suggestions for improvement included refining exam content, incorporating lecturer input, and clarifying marking criteria.

Conclusions:

Peer assessment shows positive impacts on nursing skills evaluation but faces challenges.
Addressing student-identified challenges is crucial for effective peer assessment implementation.
Optimizing peer assessment strategies can meaningfully integrate into nursing education practice.