形成性评估对学生临床知识,技能和自我效能水平的影响
Rukiye Kokkiz1, Demet Inangil2, Ilayda Turkoglu2
1Fenerbahçe University/Faculty of Health Sciences/Department of Nursing/Nursing Pr., Atasehir Street Istanbul, Atasehir 34758, Turkey.
Nurse education in practice
|August 30, 2024
概括
护理教育中的形成性评估显著提高了学生在基本护理实践中的知识,技能和自我效能. 这种方法提高了护理学生的学习成果.
科学领域:
- 护理教育 护理教育
- 医学教育 医学教育
- 健康 专业 教育 卫生 专业 教育
背景情况:
- 形成性评估和反对于高等教育的优质教学和学习至关重要,特别是在护理方面.
- 目前的临床教育缺乏结构化的评估工具,用于在患者护理过程中实践护理技能.
- 需要在临床环境中实施类似于欧安组织技能清单的系统技能评估方法.
研究的目的:
- 调查形成性评估方法对护理学生知识,技能和自我效能的影响.
- 评估结构化反在提高临床护理能力方面的有效性.
- 确定形成性评估是否提高了学生对基本护理技能的信心和表现.
主要方法:
- 采用了前测试后测试随机对照实验研究设计.
- 实验组在整个护理课程中接受了形成性评估,而对照组没有.
- 知识测试,技能测试 (包括特定程序) 和自我效能表格都给了两个组.
主要成果:
- 与对照组相比,实验组的平均知识得分明显高.
- 在两组之间的平均技能分数中,观察到16.54分的统计学上显著差异.
- 干预后的技能测试显示,在呼吸咳练习,血糖测量,皮下注射和血液采集等领域有显著的改善.
结论:
- 形成性评估有效地提高了护理学生在基本护理程序中的知识和实践技能.
- 实施形成性评估对护理学生的自我效能水平产生了积极的影响.
- 这项研究支持将形成性评估纳入临床护理教育中的一个有价值的教学策略.
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