HEMŞİRELİK EĞİTİMİNDE BECERİ DEĞERLENDİRME

Year 2013, Volume: 16 Issue: 1, 57 - 64, 23.03.2013

Handan Boztepe , Füsun Terzioğlu

Abstract

Değerlendirme, öğrencilik ve öğrenme deneyiminin anahtar elementlerinden biridir ve becerilerin
değerlendirilmesinde birçok yöntem kullanılmaktadır. Hemşirelik eğitiminde becerinin değerlendirilmesi son
yıllarda tıbbi hatalara ve hemşirelikte yetkinlik kavramına ilişkin farkındalık gelişmesi ile daha çok önem
kazanmıştır. Ancak hemşirelik eğitimi verilen okullarda öğretim elemanlarının yetersizliği, öğrenci sayısının
fazla olması gibi nedenlerle beceriler istendik düzeyde değerlendirilememektir. Bu nedenle becerilerin
değerlendirilmesi için yenileşimci değerlendirme stratejilerine gereksinim ortaya çıkmıştır. Yenileşimci
değerlendirme stratejisi olan objektif yapılandırılmış klinik sınav geçerli ve güvenilir bir yöntem olarak
görülmektedir. Ayrıca becerilerin değerlendirilmesinde birden fazla yöntemin bir arada kullanılmasının
(triangulasyon) becerilerinin etkin şekilde değerlendirilmesinde son yıllarda kabul gören bir yöntem olduğu
söylenebilir.

Keywords

Klinik beceri, değerlendirme, hemşirelik

References

• Abeer AS, Ramadan FH, El-Gueneidy MM, Gaafer MM. Using Objective Structured Clinical Examination (OSCE) in Undergraduate Psychiatric Nursing Education: Is it Reliable and Valid? Nurs Educ Today 2012;32(3):283-8.
• Ahmed K, Miskovic D, Darzi A, Athanasiou T, Hanna GB. Observational Tools for Assessment of Procedural Skills:A Systematic Review. Am J Surg 2011;202(4):469-80.
• Amato HK, Konin JG, Brader H. A Model for Learning Over Time: The Big Picture. J Athl Train 2002;37(4):236-40.
• Barry M, Noonan M, Brandshow C, MurphyTighe S. An Exploration of Student Midwives’ Experiences of the Objective Structured Clinical Examination Assessment Process. Nurs Educ Today 2011 (doi:10.1016/j.nedt.2011.09.007)
• Bartfay W, Rombough R, Howse E, Leblanc R. The OSCE Approach in Nursing Education. Can Nurse 2004;100(3):18-23.
• Bloomfield JG, Cornish JC, Parry AM, Pegram A, Moore JS. Clinical Skills Education for Graduateentry Nursing Students: Enhancing Learning Using a Multimodel Approach. Nurs Educ Today 2011(doi:10.1016/j.nedt.2011.11.009).
• Brand HS, Schoonheim-Klein M. Is the OSCE More Stressful? Examination Anxiety and it’s Consequences in Different Assessment Methods in Dental Education. Eur J of Dent Educ 009;13(3):147 Castanelli DJ. The Rise of Simulation in Technical Skills Teaching and the Implications for Training Novices in Anaesthesia. Anaesth Intensive Care 2009;37(6):903-10.
• Cato ML, Lasater K, Peeples AI. Nursing Students Self-assessment of Their Simulation Experiences Nurs Educ Perspect 2009;30(2):105-8.
• Clarke S, Rainey D, Marian T. Using the Objective Structured Clinical Examination (OSCE) to Assess Orthopaedic Clinical Skills for The Registered Nurse Int J Orthop and Trauma Nurs 2011;15(2):92–101.
• Cooper S, Endacott R, Cant R. Measuring Nontecnical Skills in Medical Emergency Care: A Review of Assessment Measures. Emergen Med 2010;2(1):7
• Davies J, Clarke D. Clinical Skills Acquisition in Children’s Nursing: An International Perspective. Pediatric Nursing 2004;16(2):23-6.
• Donaldson MS. An overview of To Err is Human: Re-emphasizing the message of patient safety. In: Hughes RG, eds. Patient Safety and Quality: An Evidence-Based Handbook for Nurses.Rockville (MD): Agency for Healthcare Research and Quality;2008.p.1-5
• Eerden KV. Nursing Critical Thinking Vignettes to Evaluate Student Learning. Nurs Health Care Per. 2001;22(5):231-4.
• Fidment, S. The Objective Structured Clinical Exam (OSCE): A Qualitative Study on Student Experiences in Healthcare. Student Engagement and Experience Journal 2012;1(1):1-8.
• Fitzpatrick J. An Evaluate Case Study of the Dilemmas Experienced in Designing a Self Assessment Strategy for Community Nursing Students. Assessment and Evaluation Higher Education 2006;31(1):37-53.
• Fotheringham D. Triangulation for the Assessment of Clinical Nursing Skills: A Review of Theory, Use and Methodology. Int J Nurs Stud 2010;47(3):386-91. Furlong E, Fox P, Lavin M, Collins R. Oncology
• Nursing Students’ Views of a Modified OSCE. Eur J Oncol Nurs 2005;9(4):351-9.
• Gillespie BM, Polit DF, Hamlin L, Chaboyer W. Developing a Model of Competence in the OR:Psycometric Validation of Perceived Perioperative Competence Scale-revised. Int J Nurs Stud 2012;49(1): 90–101.
• Hiton P, Polland C. Supporting Clinical Skills Develop. Nurs Stand 2004;18(25):31-6.
• Jay A. Students’ Perceptions of the 0SCE: A Valid Assessment tool? Br J Midwery 2007;15(1):32-7.
• Joy R, Nickless L.Revolutionising Assessment in a Clinical Skills Environment-A Global Approach: The Recorded Assessment. Nurse Educ Pract 2008;8(5):352-8.
• Khattab AD, Rawlings B. Assessing Nurse Practitioner Students Using a Modified Objective Structured Clinical Examination (OSCE). Nurs Educ Today 2001;21(7):541-50.
• Kohn, LT Corrigan. JM, Donaldson MS. Institute of Medicine: To err is human: Building a Safer Health System. Washington DC: National Academies Press:2000.p 26-28.
• Lauder W, Sharkey S, Booth S. A Case Study of Transfer of Learning in a Family Health Nursing Course for Students in Remote and Rural Areas. Nurse Educ Pract. 2004;4(1):39-44.
• Major DA. OSCEs-Seven Years on the Bandwagon:The Progress of an Objective Structured Clinical Evaluation Programme. Nurs Educ Today 2005;25(6):42-54.
• Meffe F, Moravac CC, Espin S. An Interprofessional Education Pilot Program in Maternity Care: Findings from an Exploratory Case Study of Undergraduate Students J Interprofessional Care 2012; 26(3):83–8.
• Mitchell ML, Henderson A, Groves M, Dalton M, Nulty D. Objective Structured Clinical Examination (OSCE):Optimising its Value in the Undergraduate Nursing Curriculum. Nurs Educ Today 2009;29(4):398-404.
• Mitchell P. Defining Patient Safety and Quality Care. In: Hughes RG, eds. Patient Safety and Quality: An Evidence-Based Handbook for Nurses.Rockville (MD): Agency for Healthcare Research and Quality;2008.p.1-3.
• Näpänkangas R, Harila V, Lahti S. Experiences in Adding Multiple-choice Questions to an Objective Structural Clinical Examination (OSCE) in Undergraduate Dental Education. Eur J Dent Educ 2012;16(1):146–50.
• Nulty DD, Mitchell ML, Jeffrey CA, Henderson A, Groves M. Best Practices Guidelines for Use of OSCEs:Maximising Value for Student Learning Nurs Educ Today 2011;31(2):145-51.
• Rushforth HE. Objective Structured Clinical Examination (OSCE): Review of Literature and Implications for Nursing Education. Nurs Educ Today 2007;27(5) 481-90.
• Solyers VL.Teaching Psycohomotor Skills to Beginning Nursing Students Using a Web-enhanced Approch:A Quasi-experimental Study. Int J Nurs Sch 2007;4(1):1-9.
• Stuart, CC. Assessment, Supervision and Support in Clinical Practice: A Guide for Nurse, Midwives and Other Health Professionals.2.nd Edition Churchill Livingstone, Edinburgh. 2003.p 5.
• Taşkın L, Eroğlu L, Terzioglu F, Vural G, Kutlu Ö, Akkuzu ve ark. Hemşire ve Ebeler için Uygulama Rehberi 3. Baskı Ankara, Palme Yayıncılık: 2011 p.1 Ulfvarson J, Oxelmark L. Developing an Assessment Tool for Intended Learning Outcomes in Clinical Practice for Nursing Students. Nurs Educ Today 2011( doi:10.1016/j.nedt.2011.09.010)
• Walters J, Adams JA. Child Health Nursing Objective Structured Clinical Examination (OSCE) Nurse Educ Pract 2002;2(4):224–9.
• Ward H, Willis A. Assessing Advanced Clinical Practice Skills. Primary Health Care 2006;16(3):22-4. Watts W, Rush K, Wright M. Evaluating First-year Nursing Students’ Ability to Self- assess Psychomotor Skills Using Videotape. Nurs Educ Perspect 2009;30(4):214-9.
• Yoo MS, Son YJ, Kim YS, Park JH Video-based Self Assessment:Implementation and Evaluation in an Undergraduate Nursing Course. Nurs Educ Today 2009;29(6):585-9.