Journals / Anadolu Hemşirelik ve Sağlık Bilimleri Dergisi / 2013 / Cilt: 16 - Sayı: 1

HEMŞİRELİK EĞİTİMİNDE BECERİ DEĞERLENDİRME

Pages
57–64
Publication Date
2013-03-23
DOI
—
🏛️Bibliographic metadata and full text access for this article are provided via DergiPark.
DergiPark Record ↗
✨

AI Summary & Key Takeaways

AI Insight
⚡ TL;DR(Too Long; Didn't Read)

In addition the use of combination of more than one methods (triangulation) to be recognized effective methods evaluation for methods in recent years.

📌 3 Key Takeaways

🎯
Objective & Hypothesis:Skill Assessment In Nursing Education Assessment is one of the key elements of learning experience and many methods used for the evaluation of skills.
📊
Key Findings & Data:For this reason, innovative skills assessment strategies needed for assess skills have emerged.
💡
Conclusion & Impact:In addition the use of combination of more than one methods (triangulation) to be recognized effective methods evaluation for methods in recent years.
🔬Design:Research Article
📍Scope:Comprehensive Sample
⚙️Variables:Clinical skills · assessment · nursing

Abstract

Skill Assessment In Nursing Education Assessment is one of the key elements of learning experience and many methods used for the evaluation of skills. In recent years, evaluation of skills in nursing education gained more importance with development awareness of the medical mistakes and competency concept in nursing. However skills are not assessed at the desirable level due to inadequate of teaching staff in nursing schools and number of students. For this reason, innovative skills assessment strategies needed for assess skills have emerged. The objective structured clinical examination is one of the innovative skills assessment strategies seen as a reliable and valid method. In addition the use of combination of more than one methods (triangulation) to be recognized effective methods evaluation for methods in recent years.

Özet

Değerlendirme, öğrencilik ve öğrenme deneyiminin anahtar elementlerinden biridir ve becerilerin değerlendirilmesinde birçok yöntem kullanılmaktadır. Hemşirelik eğitiminde becerinin değerlendirilmesi son yıllarda tıbbi hatalara ve hemşirelikte yetkinlik kavramına ilişkin farkındalık gelişmesi ile daha çok önem kazanmıştır. Ancak hemşirelik eğitimi verilen okullarda öğretim elemanlarının yetersizliği, öğrenci sayısının fazla olması gibi nedenlerle beceriler istendik düzeyde değerlendirilememektir. Bu nedenle becerilerin değerlendirilmesi için yenileşimci değerlendirme stratejilerine gereksinim ortaya çıkmıştır. Yenileşimci değerlendirme stratejisi olan objektif yapılandırılmış klinik sınav geçerli ve güvenilir bir yöntem olarak görülmektedir. Ayrıca becerilerin değerlendirilmesinde birden fazla yöntemin bir arada kullanılmasının (triangulasyon) becerilerinin etkin şekilde değerlendirilmesinde son yıllarda kabul gören bir yöntem olduğu söylenebilir.

🔖

Cite This Article

BOZTEPE, H., TERZİOĞLU, F. (2013). HEMŞİRELİK EĞİTİMİNDE BECERİ DEĞERLENDİRME. Anadolu Hemşirelik ve Sağlık Bilimleri Dergisi, Cilt: 16 - Sayı: 1, 57–64. https://ajindex.com/articles/96618

📄 Full Text PDF Viewer

📄

PDF görüntüleyici hazırlanıyor...

References (9)

  1. Abeer AS, Ramadan FH, El-Gueneidy MM, Gaafer MM. Using Objective Structured Clinical Examination (OSCE) in Undergraduate Psychiatric Nursing Education: Is it Reliable and Valid? Nurs Educ Today 2012;32(3):283-8.
  2. Ahmed K, Miskovic D, Darzi A, Athanasiou T, Hanna GB. Observational Tools for Assessment of Procedural Skills:A Systematic Review. Am J Surg 2011;202(4):469-80.
  3. Amato HK, Konin JG, Brader H. A Model for Learning Over Time: The Big Picture. J Athl Train 2002;37(4):236-40.
  4. Barry M, Noonan M, Brandshow C, Murphy- Tighe S. An Exploration of Student Midwives’ Experiences of the Objective Structured Clinical Examination Assessment Process. Nurs Educ Today 2011 (doi:10.1016/j.nedt.2011.09.007) Bartfay W, Rombough R, Howse E, Leblanc R. The OSCE Approach in Nursing Education. Can Nurse 2004;100(3):18-23.
  5. Bloomfield JG, Cornish JC, Parry AM, Pegram A, Moore JS. Clinical Skills Education for Graduate- entry Nursing Students: Enhancing Learning Using a Multimodel Approach. Nurs Educ Today 2011(doi:10.1016/j.nedt.2011.11.009). Brand HS, Schoonheim-Klein M. Is the OSCE More Stressful? Examination Anxiety and it’s Consequences in Different Assessment Methods in Dental Education. Eur J of Dent Educ 009;13(3):147- 53. Castanelli DJ. The Rise of Simulation in Technical Skills Teaching and the Implications for Training Novices in Anaesthesia. Anaesth Intensive Care 2009;37(6):903-10.
  6. Cato ML, Lasater K, Peeples AI. Nursing Students Self-assessment of Their Simulation Experiences Nurs Educ Perspect 2009;30(2):105-8.
  7. Clarke S, Rainey D, Marian T. Using the Objective Structured Clinical Examination (OSCE) to Assess Orthopaedic Clinical Skills for The Registered Nurse Int J Orthop and Trauma Nurs 2011;15(2):92–101.
  8. Cooper S, Endacott R, Cant R. Measuring Non- tecnical Skills in Medical Emergency Care: A Review of Assessment Measures. Emergen Med 2010;2(1):7- 16. Davies J, Clarke D. Clinical Skills Acquisition in Children’s Nursing: An International Perspective. Pediatric Nursing 2004;16(2):23-6. Donaldson MS. An overview of To Err is Human: Re-emphasizing the message of patient safety. In: Hughes RG, eds. Patient Safety and Quality: An Evidence-Based Handbook for Nurses.Rockville (MD): Agency for Healthcare Research and Quality;2008.p.1-5 Eerden KV. Nursing Critical Thinking Vignettes to Evaluate Student Learning. Nurs Health Care Per. 2001;22(5):231-4.
  9. Fidment, S. The Objective Structured Clinical Exam (OSCE): A Qualitative Study on Student Experiences in Healthcare. S