本科护理欧安组织评估人员使用的认知过程:定性研究研究
Conor Scully1, Mary Kelly1, Zita Lysaght1
1Dublin City University, 43 Charles St Great, Dublin 1 D01Y7C0, Ireland.
Nurse education today
|January 6, 2024
概括
评估人员在客观结构化临床检查 (OSCE) 中评估护理学生时使用各种认知过程. 判断形成的这种变化可能会影响欧安组织得分的可靠性.
科学领域:
- 护理教育 护理教育
- 临床评估 临床评估
- 认知心理学 认知心理学
背景情况:
- 客观结构化临床检查 (OSCE) 是护理学生的一种标准评估.
- 有限的研究存在于欧安组织评估人员如何形成判断及其对评估者之间的可靠性 (IRR) 的影响.
研究的目的:
- 探索评估人员在欧安组织评估期间使用的认知过程.
- 了解这些过程如何影响得分的一致性.
主要方法:
- 12名评估人员参与的定性研究.
- 评估人员观察了欧安组织标准化的视频模拟 (血压,鼻胃管插入).
- 使用大声思考协议和半结构面试来收集数据.
主要成果:
- 主题分析确定了三个核心主题:观察,处理和整合.
- 分主题揭示了评估人员使用的各种认知机制.
- 在评估人员如何解释学生表现方面观察到显著的差异.
结论:
- 评估人员在欧安组织评估期间使用非统一的认知方法.
- 不同的判断形成过程可能会损害欧安组织得分的IRR.
- 确保一致的评估需要对评估者的认知进行进一步调查.
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