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Iran J Nurs Midwifery Res. This article has been cited by other articles in PMC. A qualitative exploratory approach was used in this study at Shiraz Nursing and Midwifery School in A purposeful sample of 8 nursing instructors and 40 nursing students was interviewed and the data on their opinions about the problems of the clinical evaluation were collected through semi-structured deep interviews.
Initially, four open-ended questions, which were related to the clinical evaluation status, problems, were used to stimulate discussions in the interview sessions.
Content analysis was employed in order to analyze the transcribed data. The recorded interviews were initially transcribed, read, and reread on a number of occasions to get an overall feeling of what the participants were saying.
The codes were compared for similarity and differences, merged together, and categorized. Finally, five themes emerged: In appropriate clinical evaluation method, problems of clinical evaluation Process, problems related to clinical instructors, unsuitable programming of clinical education, and organizational shortcomings.
Besides focusing on upgrading the current clinical evaluation forms, nursing trainers should improve their knowledge about a complete and comprehensive clinical evaluation. They should also apply other appropriate and objective clinical evaluation methods and tools, and perform a formative and summative clinical evaluation.
Also, workload adjustment of the nursing trainers needs revision. Clinical training is considered as an indispensable and very important part of professional nursing education.
Nursing teachers must be in charge of clinical practice because they are the ones ultimately responsible for learning in the clinical practice. The development of competent practice is a primary goal for nursing education.
Nursing literature abounds with papers that discuss this long-running and difficult problem. Much of the discussion centers on the thorny issue of subjectivity and a plethora of clinical evaluation tools has been devised and abandoned in the quest to overcome this ongoing dilemma.
Wood proposes that the problem probably persists because clinical evaluation relies upon the observation of the performance of one individual by another, which itself is inevitably subjective. This suggests that the issue of subjectivity might be addressed only if some other methods of clinical evaluation were to be devised.
Students often register complaints of variations in teacher expectation and of subjectivity in grading. On the other hand, in some studies, the students stated that clinical evaluation by the clinical instructors is one of the major problems experienced in the clinical practice.
Following the announcement of the clinical evaluation results, many students protest about their evaluation scores to the clinical instructors and raise various issues.
Despite some considerable efforts made in order to solve the problem, clinical evaluation challenges are still continuing.Mar 28, · 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).
3 CLINICAL EVALUATION COMPONENTS Professional Behaviors: Actions expected of all nurses and nursing students, which reflect the values, rules, and. Seattle University's Clinical Performance Lab is highly utilized and a site of innovative teaching and learning. Located a few blocks from the Seattle University main campus at Swedish Cherry Hill Medical Center, the Clinical Performance Lab is a state-of-the-art, 20, square foot facility housing nursing simulation suites, skills laboratory areas, teaching spaces and a research commons.
Students must receive a grade of “Satisfactory (“S”)” for all clinical nursing courses to progress in the Bachelor of Science in Nursing program. The clinical evaluation tools for each course. The Clinical Evaluation Tool: A Measure of the Quality of Clinical Performance of Baccalaureate Nursing Students clinical performance of students in nursing is a complex phenomenon comprised.
The Clinical Performance Lab provides students with the opportunity to translate theoretical knowledge into a safe clinical experience using realistic patient scenarios. High-fidelity manikins used in the laboratory are capable of numerous physiological states and responses, giving the student the most “real-life” experience as possible.