Document Type : Original Article
Authors
1 Department of Nursing Management, School of Nursing and Midwifery, Community Nursing Research Center, Zahedan University of Medical Sciences, Zahedan, Iran
2 Department of Psychiatric Nursing, School of Nursing and Midwifery, Community Nursing Research Center, Zahedan University of Medical Sciences, Zahedan, Iran
3 Department of Nursing Management, School of Nursing and Midwifery, Community Nursing Research Center, Zahedan University of Medical Sciences, Zahedan, Iran,
Abstract
BACKGROUND: Evaluating clinical performance is a challenge in nursing education. On the other
hand, a single evaluation method cannot be used to judge different areas of interpersonal skills.
Therefore, this study was conducted to compare the evaluation of teachers’, peer, and self‑evaluation
of nursing students in the psychiatric ward of Baharan Hospital affiliated to Zahedan University of
Medical Sciences.
MATERIALS AND METHODS: In this analytical cross‑sectional study, forty trainee students were
selected by a census method in a time period and they were evaluated by three methods including
self‑, peer, and teachers’ evaluation. Their clinical skills were assessed using a school‑based
clinical evaluation questionnaire containing 15 questions in the areas of taking history, examination
of psychiatric health, and the ability to communicate with the patient. The analyses were performed
by SPSS‑22 software.
RESULTS: The mean and standard deviation of the evaluation scores of clinical teachers as well
as peer and self‑evaluation in the areas of taking patient’s history were 13.82 ± 2.74, 14.46 ± 2.68,
and 15.75 ± 2.56, respectively. In addition, the outcomes in the areas of psychiatric examination
were 8.11 ± 1.54, 9.25 ± 2.70, and 10.43 ± 2.65 and in the areas of clinical communication were
8.93 ± 2.03, 9.04 ± 2.25, and 10.21 ± 1.98, respectively. There was a significant correlation between
the mean of teachers’ evaluation and self‑evaluation scores (P = 0.003) as well as comparing peer
and self‑evaluation (P = 0.048). However, no significant correlation was observed between teachers’
and peer evaluation (P = 0.062).
CONCLUSION: Due to the difference in scores of different methods of evaluation, self‑ and peer
evaluation can be used as a complementary method with teachers’ evaluation in measuring the
clinical performance of clinical students.
Keywords
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