Document Type : Original Article
Authors
1 Department of Anesthesia and Operating Room, Faculty of Paramedical Sciences, Babol University of Medical Sciences, Babol, Iran
2 Department of Community Health Nursing, School of Nursing and Midwifery, Shahid Beheshti University of Medical Sciences, Tehran, Iran,
3 Department of Medical-Surgical Nursing, School of Nursing and Midwifery, Babol University of Medical Sciences, Babol, Iran
Abstract
BACKGROUND: Since the purpose of medicine science is health promotion, education of this group
is very important. The use of new evaluation methods is one of the first educational needs. Given
that many conventional clinical evaluation methods are not able to fully evaluation students in the
clinical settings and only evaluate limited information, This study is designed to evaluate the impact
of direct observation of procedural skills (DOPS) and mini‑clinical evaluation exercise (mini‑CEX)
on nursing students and their clinical satisfaction skills.
MATERIALS AND METHODS: This quasi‑experimental study was conducted in 2018 to evaluate
the dialysis unit of the 6th semester nursing students of Babol University of Medical Sciences in Iran.
Samples were selected by the census method and then random allocation. Data collection was
performed using two questionnaires and two checklists to evaluate the clinical skills and satisfaction
of the two groups of testing and control. Moreover, the data were analysed with using the SPSS
software (version 18, IBM SPSS Inc., Chicago, IL, USA) through the descriptive and analytical
statistics (Chi‑square test and t‑test).
RESULTS: The results showed that the intervention group compared with the control evaluation score
of 13/73 ± 2/44, 11/74 ± 2/43, P < 0.002, respectively. Furthermore, the mean score of satisfaction of
the intervention group with the DOPS method compared to the traditional method of the control group
was 72/50 ± 7/31, 63/48 ± 9/31, P < 0.001, respectively. As well as, the mean score of satisfaction
with the mini‑CEX method of the intervention group compared to the traditional method of the control
group was 73/28 ± 7/78, 63/48 ± 9/31, P < 0.002, respectively.
CONCLUSIONS: The results of this study showed that students who were evaluated by DOPS
and mini‑CEX methods had a higher score of clinical performance evaluation and higher level of
satisfaction. Nursing professors can improve the learning process and the satisfaction of nursing
students by using direct feedback on such evaluation methods.
Keywords
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