BibTex RIS Kaynak Göster

Hemşirelik Eğitiminde Klinik Değerlendirmeye Genel Bakış: Güçlükler ve Öneriler

Yıl 2013, Cilt: 6 Sayı: 3, 149 - 158, 01.08.2013

Öz

Hemşirelik eğitimi teorik ve uygulamadan oluşmaktadır. Hemşire eğiticilerin görevi, hemşirenin temel sorumluluğu olan bakım doğrultusunda, teorik ve uygulamanın bütünleşmesini sağlamaktır. Klinik eğitim, öğrencilerin yaparak ve yaşayarak öğrenmesine olanak sağlamakla birlikte, öğrenmeyi etkileyen koşulların kontrolünün sınırlı olduğu bir ortamda gerçekleşmektedir. Bu durum eğitimi ve onun bir parçası olan değerlendirmeyi etkilemektedir. Bu makalede hemşirelikte klinik eğitimin değerlendirilmesi genel çerçevede ele alınmış, değerlendirmeyi etkileyen faktörlere, yaşanan güçlüklere ve önerilere yer verilmiştir.

Kaynakça

  • Baxter, P., Norman, G. (2011). Self-assessment or self deception? A lack of association between nursing students’ self-assessment and performance. Journal Of Advanced Nursing, 67(11), 2406–2413.
  • Boud, D. (1995). Enhancing Learning Through Self-Assessment. Kogan Page, London. Akataran; Gopee, N. (2000). Self- assessment and the concept of the lifelong learning nurse. British Journal of Nursing, vol 9, no 11, 724-729.
  • Canadian Nurses Association, “Achieving excellence in professional practice,” Aguide to preceptorship and mentoring, 2004,http://.cna-aiic.ca/.
  • Carlisle, C., Kirk, S., luker, K. A. (1996). The changes in the role of the nurse educator following the formation of the links with higher education. Journal of Advanced Nursing, 24; 762-770.
  • Carlson, E., Wann-Hansson, C., Pilhammar, E. (2009). Teaching during clinical practice: strategies and techniques used by preceptors in nursing education. Nurse Education Today, 29, 5, 522-526.
  • Casey, D., Burke, E., Houghton, C., Mee, L., Smith, R., Van Der Putten, D., Bradley, H., Folan, M. (2011), Use of peer assessment as a student engagement strategy in nurse education. Nursing and Health Sciences, 13, 514–520.
  • Chambers, M A. (1998). Some issues in the assessment of clinical practice: a review of the literature. Journal of Clinical Nursing, 7: 201–208.
  • Chan, D.S.K. (2002). Association between student learning outcomes from their clinical placement and their perceptions of the social climate of the clinical learning environment. International Journal of Nursing Studies, 39; 517-524.
  • Chapman, H. (1999). Some important limitations of competency based-education with respect to nurse education: an Australien perspective. Nurse Education Today, 19, 129- 135.
  • Clifford, C. (1995). The role of the nurse educators; Concerns, conflicts and challenges. Nurse Education Today, 15; 11- 16.
  • Clinton, M., Murrells, T., Robinson, S. (2005). Assessing competency in nursing: a comparison of nurses prepared through degree and diploma programmes. Journal of Clinical Nursing, 14, 82–94.
  • Cotton, J. (1995). The theory of assessment: An introduction. Kogan Page, London Aktaran Hand, H. (2006). Assessment of learning in clinical practice. Nursing Standard, 21, 4, 48- 56.
  • Deniz M, Karakulak S (2006). Adnan Menderes University Aydin School for Health Sciences. Students’ expectations of teaching staff in clinical practice”. 5th National Nursing Students Congress, Congress proceedings. Sanliurfa. 20-21 April. Page:188
  • Dolan, G. (2003). Assessing student nurse clinical competency: will we ever get it right?, Journal of Clinical Nursing, 12; 132-141.
  • Duygulu S, Abaan S (2012), Turkish nursing students' views on Practice Assessments and Service User Involvement. Contemporary Nurse, 43:2, 201-12.
  • Elçigil, A., Sari, H. Y. (2008). Students’ opinions about and expectations of effective nursing clinical mentors. Journal Of Nursing Education. 47;3, 118-123.
  • Erdil F (1993). Practical professional lessons’ teaching and learning. 3rd Nursing Education Symposium with International Participation proceedings booklet, full text. 8- 10 September. 420-431.
  • Emerson, R, J. (2007). Nursing Education: In the Clinical
  • Setting, Mosby Elseiver, 278-279.
  • Fitzgerald, J. T., Gruppen, L. D., White, C. B. (2000). The influence of task formats on the accuracy of medical students' self-assessments. Acad Med, 75(7), 737-741.
  • Forneris, S, G., McAlpine, C, P., (2007). Evaluation of a reflective learning intervention to improve critical thinking in novice nurses. Journal of Advanced Nursing, 57(4), 410- 421.
  • Gaberson, K., Oermann, M. H. (2010). Clinical Teaching Strategies in Nursing. Springer Publishing Company, Third Edition.
  • Gopee, N. (2000). Self-assessment and the concept of the lifelong learning nurse. British Journal of Nursing, vol 9, no 11, 724- 729.
  • Günüşen, P. N., Üstün, B. (2012). Hemşirelik öğrencilerinin klinik eğitimde verilen geribildirime yönelik görüşleri. Anadolu Hemşirelik ve Sağlık Bilimleri Dergisi, 15: 3, 197- 204.
  • Hand, H. (2006). Assessment of learning in clinical practice.
  • Nursing Standard, 21, 4, 48-56.
  • Isaacson, J. J., Stacy A. S. (2009). Rubrics for clinical evaluation: Objectifying the subjective experience. Nurse Education in Practice, 9, 134–140.
  • Karaöz, S. (2003). Hemşirelikte klinik öğretime genel bir bakış ve etkin klinik öğretim için öneriler. Hemşirelikte Araştırma Geliştirme dergisi, 1, 15-21.
  • Karayurt, Ö., Mert, H., Beser, A. (2008). A study on development of a scale to assess nursing students’ performance in clinical settings. Journal of Clinical Nursing, 18, 1123–1130.
  • Knox, J.E., Morgan, J. (1985). Important clinical teacher behaviours as perceived by university nursing faculty, students and graduates. Journal of Advanced Nursing, 10, 25-30.
  • Ludwick, R., Dieckman, B. C., Herdtner, S., Dugan, M., Roche, M. (1998). Documenting the scholarship of clinical teaching 23;6, November/December, 17-20. review. Nurse Educator
  • Machado, J. L., Machado, V. M., Grec, W., Bollela, V. R., Vieira, J. E. (2008). Self- and peer assessment may not be an accurate measure of PBL tutorial process. BMC Med Educ, 8, 55.
  • Mahara, M. (1998). A perspective on clinical evaluation in nursing education. Journal of Advanced Nursing, 28, Issue 6, 1339.
  • McClelland, D.C. (1973). Testing for competence rather than for “intelligence”. American Psychologist, 28, 1–14.
  • McKenna, L. G., Wellard, S. J. (2004). Discursive influences on clinical teaching in Australian undergraduate nursing programs. Nurse Education Today, 24, 229-235.
  • Mehrdad, N., Bigdeli, S., Ebrahimi, H. (2012). A comparative study on self, peer and teacher evaluation to evaluate clinical skills of nursing students. Procedia - Social and Behavioral Sciences, 47, 1847 – 1852.
  • Morgan, J., Knox, J.E. (1987). Characteristics of “Best” and “Worst” clinical teachers as perceived by university nursing faculty and students. Journal of Advanced Nursing, 12;331- 337.
  • Murray, E., Gruppen, L., Catton, P., Hays, R., O Woolliscroft, J. (2000). The accountability of clinical education: its definition and assessment. Medical Education, 34:871-879.
  • Ness, V., Duffy, K., McCallum, J., Price, L. (2010). Supporting and mentoring nursing students in practice. Nursing Standard. 25, 1, 41-46.
  • Nevo, D. (1983). The conceptualization of educational evaluation: An analytical review of the literature. Review of Educational Research, 53;1, 117-128.
  • Norman,I. J., Watson, R., Murrells, T., Calman, L., Redfern, S. (2002). The validity and reliability of methods to assess the competence to practise of pre-registration nursing and midwifery students. International Journal of Nursing Studies, 39, 133–145.
  • Oermann, M. H., Gaberson, K. B. (2009). Evaluation and Testing in Nursing Education, Third Edition, Springer Publishing Company, New York.
  • Oermann, M. H., Yarbrough, S. S., Saewert, K J., Ard, N., Charasika, M. (2009). Clinical evaluatıon and gradıng practıces, in Schools of Nursing: National Survey Findings Part II, Nursing Education Perspectives, November / December 30; 6, 353.
  • Oermann, M.H., and Gaberson, K.B. (1998). Evaluation and testing in nursing Education. New York: Springer Publishing.
  • Patton, M. (2002). Qualitative Research and Evaluations Methods, 3ed. Sage Publications.
  • Pazargadi, M., Ashktorab, T., Khosravi, S., Vardanjani, S. A. E. (2012). Iranian nursing students’ experiences and viewpoints of clinical evaluation: a qualitative study, Life Science Journal. 9(4); 910-916.
  • Phillips, C., Palfrey, C., Thomas, P. (1994). Evaluating Health and Social Care. MacMillan. Aktaran; Stavropoulou, A., Kelesi, M. (2012). Concepts and methods of evaluation in nursing education – a methodological challenge, Health Science Journal, 6;1,11-22.
  • Pierson, W. (1998). Reflection and nursing education, Journal of Advanced Nursing, 27, 165- 170.
  • Price, B. (2007). Practice-based assessment: strategies for mentors. Nursing Standard, 21, 36, 49-56.
  • Quinn, F.M. (2000). The Principles and Practice of Nurse Education. Akataran Hand, H. (2006). Assessment of learning in clinical practice. Nursing Standard, 21, 4, 48-56.
  • Raunen, K. C. (1974). The clinical instructor as role model. Journal of Nursing Education, 13; 33-40.
  • Rowntree, D. (1987). Assessing Students: How Shall we Know Them? Second edition. Kogan Page, London. Akataran Hand, H. (2006), Assessment of learning in clinical practice. Nursing Standard. 21, 4, 48-56.
  • Reiter, H. I., Eva, K. W., Hatala, R. M., & Norman, G. R. (2002). Self and peer assessment in tutorials: application of a relative-ranking model. Acad Med, 77(11), 1134-1139.
  • Rudy, D. W., Fejfar, M. C., Griffith, C. H., Wilson, J. F. (2001). Self- and Peer Assessment in a First-Year Communication and Interviewing Course. Evaluation & the Health Professions, 24(4), 436-445.
  • Scriven, M. (1996). Types of evaluation and types of evaluator.
  • Evaluation Practice, 17(2), 151-162.
  • Sedgwick, M., Harris, S. (2012). A Critique of the Undergraduate Nursing Corporation Nursing Research and Practice, Article ID 248356, 6 pages, doi:10.1155/2012/248356. Publishing
  • Stoker, D. A., Hull, C. (1994). Teaching and learning in practice. 7. Assessment in learning (ii). Assessment and learning outcomes. Nursing Times. 90, 12, i-viii. Akataran; Hand, H. (2006). Assessment of learning in clinical practice. Nursing Standard, 21, 4, 48-56.
  • Stuart, C. C. (2003). Assessment, Supervision and Support in Clinical Practice: A Guide for Nurses, Midwives and Other Health Professionals. Churchill Livingstone, Edinburgh. Akataran Hand, H. (2006). Assessment of learning in clinical practice. Nursing Standard, 21, 4, 48-56.
  • Sullivan, K., Hall, C. (1997). Introducing students to selfassessment. Assessment and Evaluation in Higher Education, 22(3): 289-305.
  • Tanrıverdi, G., Katar, T. (2009). Problems experienced by midwifery and nursing students in Turkey during clinical practice and their recommended solutions to the problems. International Journal of Caring Sciences, 2;1, 22-31.
  • Tekin, H. Eğitimde Ölçme ve Değerlendirme. Yargı Kitap ve Yayınevi, Ankara, 1993.
  • Turgut, M. F. (1995). Eğitimde Ölçme ve Değerlendirme Metodları. Yargıcı Matbaası, Ankara.
  • Tyler, R. W. (1950). Basic principles of curriculum and instruction. Chicago, 111: University of Chicago Press. Aktaran; Nevo, D. (1983). The conceptualization of educational evaluation: An analytical review of the literature. Review of Educational Research Spring, 53;1, 117-128.
  • Viverais-Dresler, G., Kutschke, M. (2001). RN students' ratings and opinions related to the importance of certain clinical teacher behaviors. The Journal of Continuing Education in Nursing, 32, 274-282.
  • Wallace, B. (2003). Practical issues of student assessment.
  • Nursing Standard, 17, 31, 33-36.
  • Walsh, C.M., Seldomridge, L.A. (2005). Clinical grades: Upward bound. Journal of Nursing Education, 44, 162-168.
  • Ward-Griffin, C., Brown, B. (1992). Evaluation of teaching: a review of the literature. Joumal of Advanced Nursing, 17,1408-1414.
  • Watson, R., Stimpson, A., Topping, A. (2002). Clinical competence assessment in nursing: a systematic review of the literature, Journal of Advanced Nursing, 39(5), 421–431
  • Windsor, A. (1987). Nursing students’ perceptions of clinical experience. Journal of Nursing Education, 26; 150-154.
  • Windsor, C., Douglas, C., Harvey, T. (2012). Nursing and competencies—a natural fit: the politics of skill ⁄competency formation in nursing, Nursing Inquiry, 19: 213–222.
  • Winter, R., Maisch, M. (1996). Profesional Competence and Higer Education; the Assett Programme, Falmer Pres, London. Akataran Watson, R., Stimpson, A., Topping, A. (2002). Clinical competence assessment in nursing: a systematic review of the literature, Journal of Advanced Nursing, 39(5), 421–431.
  • Zafrir, H., Nissim, S. (2011). Evaluation in clinical practice using an innovative model for clinical teachers. Journal of Nursing Education , 50;3, 167-171.

General Overwiew of Clinical Evaluation in Nursing Education: Challanges and Recommendations

Yıl 2013, Cilt: 6 Sayı: 3, 149 - 158, 01.08.2013

Öz

Nursing education consists of theoretical and practical components. The role of nursing educators to ensure entegration of theory and practice based on care that the main responsibility of nurse. Although, clinical practice allows nursing students to learn by doing, clinical training takes place in an environment that it is hard to control conditions effecting learning environment. This effects both clinical education and its entegral part of evaluation. In this article, clinical evaluation in nursing education was discussed in general manner and factors effecting student assessment, the challenges and recommendations were given

Kaynakça

  • Baxter, P., Norman, G. (2011). Self-assessment or self deception? A lack of association between nursing students’ self-assessment and performance. Journal Of Advanced Nursing, 67(11), 2406–2413.
  • Boud, D. (1995). Enhancing Learning Through Self-Assessment. Kogan Page, London. Akataran; Gopee, N. (2000). Self- assessment and the concept of the lifelong learning nurse. British Journal of Nursing, vol 9, no 11, 724-729.
  • Canadian Nurses Association, “Achieving excellence in professional practice,” Aguide to preceptorship and mentoring, 2004,http://.cna-aiic.ca/.
  • Carlisle, C., Kirk, S., luker, K. A. (1996). The changes in the role of the nurse educator following the formation of the links with higher education. Journal of Advanced Nursing, 24; 762-770.
  • Carlson, E., Wann-Hansson, C., Pilhammar, E. (2009). Teaching during clinical practice: strategies and techniques used by preceptors in nursing education. Nurse Education Today, 29, 5, 522-526.
  • Casey, D., Burke, E., Houghton, C., Mee, L., Smith, R., Van Der Putten, D., Bradley, H., Folan, M. (2011), Use of peer assessment as a student engagement strategy in nurse education. Nursing and Health Sciences, 13, 514–520.
  • Chambers, M A. (1998). Some issues in the assessment of clinical practice: a review of the literature. Journal of Clinical Nursing, 7: 201–208.
  • Chan, D.S.K. (2002). Association between student learning outcomes from their clinical placement and their perceptions of the social climate of the clinical learning environment. International Journal of Nursing Studies, 39; 517-524.
  • Chapman, H. (1999). Some important limitations of competency based-education with respect to nurse education: an Australien perspective. Nurse Education Today, 19, 129- 135.
  • Clifford, C. (1995). The role of the nurse educators; Concerns, conflicts and challenges. Nurse Education Today, 15; 11- 16.
  • Clinton, M., Murrells, T., Robinson, S. (2005). Assessing competency in nursing: a comparison of nurses prepared through degree and diploma programmes. Journal of Clinical Nursing, 14, 82–94.
  • Cotton, J. (1995). The theory of assessment: An introduction. Kogan Page, London Aktaran Hand, H. (2006). Assessment of learning in clinical practice. Nursing Standard, 21, 4, 48- 56.
  • Deniz M, Karakulak S (2006). Adnan Menderes University Aydin School for Health Sciences. Students’ expectations of teaching staff in clinical practice”. 5th National Nursing Students Congress, Congress proceedings. Sanliurfa. 20-21 April. Page:188
  • Dolan, G. (2003). Assessing student nurse clinical competency: will we ever get it right?, Journal of Clinical Nursing, 12; 132-141.
  • Duygulu S, Abaan S (2012), Turkish nursing students' views on Practice Assessments and Service User Involvement. Contemporary Nurse, 43:2, 201-12.
  • Elçigil, A., Sari, H. Y. (2008). Students’ opinions about and expectations of effective nursing clinical mentors. Journal Of Nursing Education. 47;3, 118-123.
  • Erdil F (1993). Practical professional lessons’ teaching and learning. 3rd Nursing Education Symposium with International Participation proceedings booklet, full text. 8- 10 September. 420-431.
  • Emerson, R, J. (2007). Nursing Education: In the Clinical
  • Setting, Mosby Elseiver, 278-279.
  • Fitzgerald, J. T., Gruppen, L. D., White, C. B. (2000). The influence of task formats on the accuracy of medical students' self-assessments. Acad Med, 75(7), 737-741.
  • Forneris, S, G., McAlpine, C, P., (2007). Evaluation of a reflective learning intervention to improve critical thinking in novice nurses. Journal of Advanced Nursing, 57(4), 410- 421.
  • Gaberson, K., Oermann, M. H. (2010). Clinical Teaching Strategies in Nursing. Springer Publishing Company, Third Edition.
  • Gopee, N. (2000). Self-assessment and the concept of the lifelong learning nurse. British Journal of Nursing, vol 9, no 11, 724- 729.
  • Günüşen, P. N., Üstün, B. (2012). Hemşirelik öğrencilerinin klinik eğitimde verilen geribildirime yönelik görüşleri. Anadolu Hemşirelik ve Sağlık Bilimleri Dergisi, 15: 3, 197- 204.
  • Hand, H. (2006). Assessment of learning in clinical practice.
  • Nursing Standard, 21, 4, 48-56.
  • Isaacson, J. J., Stacy A. S. (2009). Rubrics for clinical evaluation: Objectifying the subjective experience. Nurse Education in Practice, 9, 134–140.
  • Karaöz, S. (2003). Hemşirelikte klinik öğretime genel bir bakış ve etkin klinik öğretim için öneriler. Hemşirelikte Araştırma Geliştirme dergisi, 1, 15-21.
  • Karayurt, Ö., Mert, H., Beser, A. (2008). A study on development of a scale to assess nursing students’ performance in clinical settings. Journal of Clinical Nursing, 18, 1123–1130.
  • Knox, J.E., Morgan, J. (1985). Important clinical teacher behaviours as perceived by university nursing faculty, students and graduates. Journal of Advanced Nursing, 10, 25-30.
  • Ludwick, R., Dieckman, B. C., Herdtner, S., Dugan, M., Roche, M. (1998). Documenting the scholarship of clinical teaching 23;6, November/December, 17-20. review. Nurse Educator
  • Machado, J. L., Machado, V. M., Grec, W., Bollela, V. R., Vieira, J. E. (2008). Self- and peer assessment may not be an accurate measure of PBL tutorial process. BMC Med Educ, 8, 55.
  • Mahara, M. (1998). A perspective on clinical evaluation in nursing education. Journal of Advanced Nursing, 28, Issue 6, 1339.
  • McClelland, D.C. (1973). Testing for competence rather than for “intelligence”. American Psychologist, 28, 1–14.
  • McKenna, L. G., Wellard, S. J. (2004). Discursive influences on clinical teaching in Australian undergraduate nursing programs. Nurse Education Today, 24, 229-235.
  • Mehrdad, N., Bigdeli, S., Ebrahimi, H. (2012). A comparative study on self, peer and teacher evaluation to evaluate clinical skills of nursing students. Procedia - Social and Behavioral Sciences, 47, 1847 – 1852.
  • Morgan, J., Knox, J.E. (1987). Characteristics of “Best” and “Worst” clinical teachers as perceived by university nursing faculty and students. Journal of Advanced Nursing, 12;331- 337.
  • Murray, E., Gruppen, L., Catton, P., Hays, R., O Woolliscroft, J. (2000). The accountability of clinical education: its definition and assessment. Medical Education, 34:871-879.
  • Ness, V., Duffy, K., McCallum, J., Price, L. (2010). Supporting and mentoring nursing students in practice. Nursing Standard. 25, 1, 41-46.
  • Nevo, D. (1983). The conceptualization of educational evaluation: An analytical review of the literature. Review of Educational Research, 53;1, 117-128.
  • Norman,I. J., Watson, R., Murrells, T., Calman, L., Redfern, S. (2002). The validity and reliability of methods to assess the competence to practise of pre-registration nursing and midwifery students. International Journal of Nursing Studies, 39, 133–145.
  • Oermann, M. H., Gaberson, K. B. (2009). Evaluation and Testing in Nursing Education, Third Edition, Springer Publishing Company, New York.
  • Oermann, M. H., Yarbrough, S. S., Saewert, K J., Ard, N., Charasika, M. (2009). Clinical evaluatıon and gradıng practıces, in Schools of Nursing: National Survey Findings Part II, Nursing Education Perspectives, November / December 30; 6, 353.
  • Oermann, M.H., and Gaberson, K.B. (1998). Evaluation and testing in nursing Education. New York: Springer Publishing.
  • Patton, M. (2002). Qualitative Research and Evaluations Methods, 3ed. Sage Publications.
  • Pazargadi, M., Ashktorab, T., Khosravi, S., Vardanjani, S. A. E. (2012). Iranian nursing students’ experiences and viewpoints of clinical evaluation: a qualitative study, Life Science Journal. 9(4); 910-916.
  • Phillips, C., Palfrey, C., Thomas, P. (1994). Evaluating Health and Social Care. MacMillan. Aktaran; Stavropoulou, A., Kelesi, M. (2012). Concepts and methods of evaluation in nursing education – a methodological challenge, Health Science Journal, 6;1,11-22.
  • Pierson, W. (1998). Reflection and nursing education, Journal of Advanced Nursing, 27, 165- 170.
  • Price, B. (2007). Practice-based assessment: strategies for mentors. Nursing Standard, 21, 36, 49-56.
  • Quinn, F.M. (2000). The Principles and Practice of Nurse Education. Akataran Hand, H. (2006). Assessment of learning in clinical practice. Nursing Standard, 21, 4, 48-56.
  • Raunen, K. C. (1974). The clinical instructor as role model. Journal of Nursing Education, 13; 33-40.
  • Rowntree, D. (1987). Assessing Students: How Shall we Know Them? Second edition. Kogan Page, London. Akataran Hand, H. (2006), Assessment of learning in clinical practice. Nursing Standard. 21, 4, 48-56.
  • Reiter, H. I., Eva, K. W., Hatala, R. M., & Norman, G. R. (2002). Self and peer assessment in tutorials: application of a relative-ranking model. Acad Med, 77(11), 1134-1139.
  • Rudy, D. W., Fejfar, M. C., Griffith, C. H., Wilson, J. F. (2001). Self- and Peer Assessment in a First-Year Communication and Interviewing Course. Evaluation & the Health Professions, 24(4), 436-445.
  • Scriven, M. (1996). Types of evaluation and types of evaluator.
  • Evaluation Practice, 17(2), 151-162.
  • Sedgwick, M., Harris, S. (2012). A Critique of the Undergraduate Nursing Corporation Nursing Research and Practice, Article ID 248356, 6 pages, doi:10.1155/2012/248356. Publishing
  • Stoker, D. A., Hull, C. (1994). Teaching and learning in practice. 7. Assessment in learning (ii). Assessment and learning outcomes. Nursing Times. 90, 12, i-viii. Akataran; Hand, H. (2006). Assessment of learning in clinical practice. Nursing Standard, 21, 4, 48-56.
  • Stuart, C. C. (2003). Assessment, Supervision and Support in Clinical Practice: A Guide for Nurses, Midwives and Other Health Professionals. Churchill Livingstone, Edinburgh. Akataran Hand, H. (2006). Assessment of learning in clinical practice. Nursing Standard, 21, 4, 48-56.
  • Sullivan, K., Hall, C. (1997). Introducing students to selfassessment. Assessment and Evaluation in Higher Education, 22(3): 289-305.
  • Tanrıverdi, G., Katar, T. (2009). Problems experienced by midwifery and nursing students in Turkey during clinical practice and their recommended solutions to the problems. International Journal of Caring Sciences, 2;1, 22-31.
  • Tekin, H. Eğitimde Ölçme ve Değerlendirme. Yargı Kitap ve Yayınevi, Ankara, 1993.
  • Turgut, M. F. (1995). Eğitimde Ölçme ve Değerlendirme Metodları. Yargıcı Matbaası, Ankara.
  • Tyler, R. W. (1950). Basic principles of curriculum and instruction. Chicago, 111: University of Chicago Press. Aktaran; Nevo, D. (1983). The conceptualization of educational evaluation: An analytical review of the literature. Review of Educational Research Spring, 53;1, 117-128.
  • Viverais-Dresler, G., Kutschke, M. (2001). RN students' ratings and opinions related to the importance of certain clinical teacher behaviors. The Journal of Continuing Education in Nursing, 32, 274-282.
  • Wallace, B. (2003). Practical issues of student assessment.
  • Nursing Standard, 17, 31, 33-36.
  • Walsh, C.M., Seldomridge, L.A. (2005). Clinical grades: Upward bound. Journal of Nursing Education, 44, 162-168.
  • Ward-Griffin, C., Brown, B. (1992). Evaluation of teaching: a review of the literature. Joumal of Advanced Nursing, 17,1408-1414.
  • Watson, R., Stimpson, A., Topping, A. (2002). Clinical competence assessment in nursing: a systematic review of the literature, Journal of Advanced Nursing, 39(5), 421–431
  • Windsor, A. (1987). Nursing students’ perceptions of clinical experience. Journal of Nursing Education, 26; 150-154.
  • Windsor, C., Douglas, C., Harvey, T. (2012). Nursing and competencies—a natural fit: the politics of skill ⁄competency formation in nursing, Nursing Inquiry, 19: 213–222.
  • Winter, R., Maisch, M. (1996). Profesional Competence and Higer Education; the Assett Programme, Falmer Pres, London. Akataran Watson, R., Stimpson, A., Topping, A. (2002). Clinical competence assessment in nursing: a systematic review of the literature, Journal of Advanced Nursing, 39(5), 421–431.
  • Zafrir, H., Nissim, S. (2011). Evaluation in clinical practice using an innovative model for clinical teachers. Journal of Nursing Education , 50;3, 167-171.
Toplam 74 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Bölüm Research Article
Yazarlar

Süreyya Karaöz Bu kişi benim

Yayımlanma Tarihi 1 Ağustos 2013
Yayımlandığı Sayı Yıl 2013 Cilt: 6 Sayı: 3

Kaynak Göster

APA Karaöz, S. (2013). General Overwiew of Clinical Evaluation in Nursing Education: Challanges and Recommendations. Dokuz Eylül Üniversitesi Hemşirelik Fakültesi Elektronik Dergisi, 6(3), 149-158.

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