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Assessment of nursing students in clinical practice - An intervention study of a modified process

机译：在临床实践中对护生的评估-改进过程的干预研究

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Objective: To evaluate an intervention of a modified assessment process for nursing students in clinical practice and how this process was experienced by the nursing students and their supervisors.Methods: An intervention study with a descriptive approach. The data collection was conducted in two phases with a survey and follow-up group interviews. Participants were second-year nursing students and their nursing supervisors. Descriptive statistics were used for the quantitative data (survey) and qualitative content analysis for the qualitative data (tape-record and transcribed interviews). Mixed method was used to integrate all data.Findings: The survey response rate was 65% (n = 41 students) and 100% (n = 9 supervisors). Students and supervisors found the assessment tool applicable for the assessment process. Assessment through dialogue and Supportive learning environment, describe how the modified assessment process was experienced.Conclusions and implication for clinical practice: It is important that the supervisors understand the learning goals and assessment criteria and how to use the assessment tool. Clear structures based on learning goals and assessment criteria as well as their own strategies to reach their goals benefit student learning. Strategies need to be developed to facilitate the assessment process when the teachers from the university have a consulative role. The new assessment tool and changing the university teachers’ involvement can be seen as a form of professional development of the supervisors’ group as they take greater responsibility in conducting the assessment of nursing students in clinical practice.
机译：目的：评估对护理学生进行临床评估的改进评估过程的干预措施，以及护理学生及其上司如何体验该过程。方法：采用描述性方法的干预研究。数据收集分两个阶段进行，即调查和后续小组访谈。参加者为二年级护理学生及其护理主管。描述性统计数据用于定量数据（调查），定性内容分析用于定性数据（磁带记录和转录访谈）。结果：调查的回应率为65％（n = 41名学生）和100％（n = 9名主管）。学生和主管发现评估工具适用于评估过程。通过对话和支持性学习环境进行评估，描述经过改进的评估过程的体验。对临床实践的结论和启示：主管应了解学习目标和评估标准以及如何使用评估工具，这一点很重要。基于学习目标和评估标准的清晰结构，以及达到目标的自己的策略，有利于学生学习。当大学的老师起咨询作用时，需要制定策略以促进评估过程。新的评估工具和不断变化的大学教师参与度可以看作是督导小组专业发展的一种形式，因为他们在临床实践中对护理学生进行评估时承担了更大的责任。

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