Journal of Education and Health Promotion

Abstract INTRODUCTION: Clinical education is one of the most important parts of medical students’ education,
and it is a major part of the education of qualified and professional people. Therefore, this study was
conducted to determine the effect of applying Direct Observation of Procedural Skills (DOPS) on
midwifery students’ clinical skills.
MATERIALS AND METHODS: This is a quasi‑experimental, two‑group study conducted as a
pre‑ and post‑study on midwifery students in 2017–2018. Cluster and randomized sampling method
was used. The processors involved in this study were three main skills of vaginal examination, pelvic
examination, and vaginal delivery. The DOPS method was used to assess the practical skills in the
interventional group during three times the process at day, 1 day, and at least 1 week later; the
usual logbook method was used in the control group. Two groups were evaluated at the end of the
midwifery course by Comprehensive Final Midwifery checklist. The tools were checked for validity
and reliability, and data were analyzed using descriptive and analytical statistics.
RESULTS: There was no statistically significant difference between the two groups in terms
of important demographic variables such as age, grade, marital status, and initial assessment
score (P > 0.05). The mean of final scores in the normal delivery, vaginal examination, and pelvimetry
was statistically significantly higher in the interventional group (P < 0.001). On the other hand, the
functional field of the students in the interventional group was statistically significantly improved
in normal delivery and pelvimetry (P < 0.05), and this difference was not significant in the vaginal
examination. In addition, the mean scores of students before and after the DOPS method were
statistically significantly different in every skill in Comprehensive Final Midwifery checklist (P < 0/05).
CONCLUSIONS: The DOPS assessment methodology is not only a useful tool of clinical evaluation,
but also an effective tool for clinical learning of students. For this purpose, it is suggested that
educational members of midwifery take enough time to design DOPS method in the same process.

Abstract INTRODUCTION: Clinical evaluation is very important in the educational system of nursing. One
of the most common methods of clinical evaluation is evaluation by the teacher, but the challenges
that students would face in this evaluation method, have not been mentioned. Thus, this study aimed
to explore the experiences and views of nursing students about the challenges of teacher‑based
clinical evaluation.
METHODS: This study was a descriptive qualitative study with a qualitative content analysis approach.
Data were gathered through semi‑structured focused group sessions with undergraduate nursing
students who were passing their 8th semester at Rafsanjan University of Medical Sciences. Date
were analyzed using Graneheim and Lundman’s proposed method. Data collection and analysis
were concurrent.
RESULTS: According to the findings, “factitious evaluation” was the main theme of study that
consisted of three categories: “Personal preferences,” “unfairness” and “shirking responsibility.”
These categories are explained using quotes derived from the data.
CONCLUSION: According to the results of this study, teacher‑based clinical evaluation would lead
to factitious evaluation. Thus, changing this approach of evaluation toward modern methods of
evaluation is suggested. The finding can help nursing instructors to get a better understanding of
the nursing students’ point of view toward this evaluation approach and as a result could be planning
for changing of this approach.