Document Type : Original Article


1 PhD. Candidate of Higher Education Management, Medical Education Development Center, Isfahan University of Medical Sciences, Isfahan

2 Medical Education Development Center, Yasuj University of Medical Sciences, Yasuj, Iran


Background: Assessment is one of the teachers’ most important activities in teaching process
which bears many purposes. With the rapid change of different sciences,old methods and tools
are not meeting the present needs. Since in medical sciences, half of the educational course,
including nursing courses,occurs at patients’ bedside, the assessment of clinical competency
is of great importance. In this study the goals , skills and expected level of competency for
each skill and procedural skills needed for training nursing studentsreceivingcardiac care field
training compiled. Materials and Methods: This research was a descriptive measurement
study conducted in Esfahan in 2010-2011. Research community was nursing trainers who
are responsible for training students takingcardiac care field training coursesin state medical
science universities all over the country. Sampling was performed first in the form of the multistage cluster and then after selecting the colleges , their trainers entered the study in the form
of census. To gather the information, after literature review and performing a focusing group,
an initial questionnaire was compiled and survey was conducted using Delphi three-stage
method. Results: After literature review and focus group, 23 modules and 142 skills in the
first section and 14 general procedural skills and 15 special procedural skills in the second
stage were compiled. Finally after passing the Delphi stages, 150 skills in the form of 23 modules in the first section and 14 general procedural skill and 13 special procedural skills were
obtainedin the second section. The expectancy levels of all the skills were also determined.
Conclusion: This study has introduced an assessment pattern in the form of clinical performance logbook which can be a valuable tool for assessing the clinical competency of nursing
students receiving field training in cardiac care units(CCU).


1. Aminz SC, Eng KH. Practical guide to medical student assessment.
Singapore: World Scientific Publishing Co.; 2006.
2. Rezaie H, Shoogi Shafagh Arya F, Doolati Y, Moagheghi M,
Malekzadeh R. Tehran: Assessment Techniques in Medicine; 1998.
3. Saif AA. Assessing process and product of learning old and new
methods; Tehran 2005.
4. Wass VB, Jackson N. The principles of assessment design. In:
Jackson NJ, Khan A. editor. Assessment in Medical Education and
Training. London: Radcliffe Publishing Ltd.; 2003. p. 11-26.
5. Atashzadeh Shourideh F (2007). Nursing Foundation. Tehran, 2nd
edition.Golban Medical Publication [Persian].
6. Smeltzer SC, Bare BG, Hinkle JL, Cheever KH. Brunner and Souddarths
textbook of medical surgical nursing (infectious disease, emergency
and disaster). Translated by Mohammadalaiha J, Salemi S. 2008.
7. Maccarthy B. Assessment of student nurse in clinical practice. Nurs
Educ Model 2007:1-9.
8. Norcini J, Mackinley DW. Assessment method in medical education.
Teach Teacher Educ 2007;23:239-50.
9. Dolan G. Assessing student nurse clinical competency: Will we ever
get it right? J Clin Nurs 2003;12:132-41.
10. Raghoebar KH, Kreeftenberg HG, Hofstee WK, Bender W. Objectives
for an internship internal medicine: from the Dutch Blueprint
(Raamplan 1994) to implementation into a practical logbook. Neth
J Med 1999;55:168-76.
11. Redman WR, Lenburg CB, Walker PH. Competency assessment:
Methods for development and implementation in nursing education.
Online J Issues Nurs 2005;4:2.
12. Ajh N. Evaluation of Midwifery students in labor and delivery
training: Comparing two methods of logbook and checklist. Iran J
Med Educ 2006;6:123-7.
13. Carr SJ. Assessing clinical competency in medical senior house
officers: How and why should we do it? Postgrad Med J 2004;80:63-6.
14. Smith SE. What is logbook?. Wisegeek Copyright Protected: 2003-
2012 Conjecture Corporation
15. Mohammadi A, Khaghanizadeh M, Ebadi A, Mohammadi A,
Amiri F, Raeisifar A. Log book; A method of evaluating education
and feedback strategy in nursing. Iran J Educ Strateg Spring
16. Batiha A. Course syllabus of critical care nursing (clinical).
Philadelphia University Faculty of Nursing. 2009/2010.
17. Cauthen D. Clinical objectives: Coronary care unit, clinical goals
and objectives. Columbia State Community College. 2011-2012.
18. Bray T, Banfield V, Giesbrecht J. Standards for critical care nursing
practice. Canadian Association of Critical Care nurses. Standards
for critical care nursing practice. 4th edition, 2009.
19. Thompson DR. cardiac nursing-acute/episode care career pathway:
Competency statement. British Association for Nursing in Cardiac
Care 2004.
20. Saboori M, Shayan SH, Salehi A. Neurology Resident Logbook.
Esfahan University of Medical Science. 2007.
21. Mohebi z, Najafi M, Mgharaei M. Medical surgical nursing logbook.
Shiraz University of Medical Science. Hazeratefateme Nursing and
Midwifery College. 2010.