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护理学生对基本护理程序中的同行评价的观点:一种定性研究.
Siyu Fan1, Shiyu Wang1, Yu Zhao1
1Wuxi School of Medicine, Jiangnan University, Wuxi, China.
在护理教育中的同行评价可以增强学习和客观性,但存在诸如不一致的标准等挑战. 建议侧重于改进同行评估设计和整合讲师评估,以更好地评估基本护理技能.
科学领域:
- 护理教育 护理教育
- 健康 专业 教育 卫生 专业 教育
- 医疗模拟 医疗模拟
背景情况:
- 传统的护理技能评估依赖于讲师的评估,这可能是主观的.
- 评估中的主观性可能会限制评估学生护理技能的客观性和准确性.
- 同行评价被探讨为一种潜在的方法,以提高护理教育的客观性和公平性.
研究的目的:
- 评估同行评价在基本护理技能考试中的有效性.
- 了解护理学生对同行评价的看法.
- 探索同行评估的可行性,作为传统教师评估的替代方案.
主要方法:
- 定性研究设计. 定性研究设计.
- 与23名护士二年级学生进行面对面的半结构面试.
- 对面试数据进行主题分析.
主要成果:
- 学生报告了积极的情绪,包括增强的学习和改善的客观性.
- 发现的挑战是得分不一致,焦虑增加和潜在的团队冲突.
- 改进建议包括完善考试内容,纳入讲师的意见,并澄清评分标准.
结论:
- 同行评估对护理技能评估产生了积极的影响,但面临着挑战.
- 解决学生发现的挑战对于有效实施同行评价至关重要.
- 优化同行评估策略可以有意义地整合到护理教育实践中.
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