Helminen Kristiina, Tossavainen Kerttu, Turunen Hannele
Department of Nursing Science, University of Eastern Finland, P.O. Box 1627, 70211 Kuopio, Finland.
Nurse Educ Today. 2014 Aug;34(8):1161-6. doi: 10.1016/j.nedt.2014.04.007. Epub 2014 May 5.
Assessment received by students affects the way that they conduct their studies and shapes their interests in clinical placements. It is therefore important that mentors and teachers have high quality assessment strategies to ensure the competence of nursing students.
The objective of this study is to describe the views and experiences of nursing students, nursing teachers, and mentors on the final assessment of nursing students in clinical practice. The study also investigates respondents' views on using a standardized national or European scheme for clinical assessment in the future.
Descriptive survey design with a questionnaire.
Implemented in five Finnish universities of applied sciences and in five partner hospitals.
Nursing students (n=276), nursing teachers (n=108) and mentors (n=225).
A questionnaire was used to collect data. Survey data were analyzed by using SPSS version 19. Descriptive statistics and cross tabulations were used to characterize the data.
Nursing students felt that they had spent enough time with their mentors during their clinical practice period to ensure that the mentors could assess their behavior. Mentors also evaluated that they had spent enough time with the students. Students and mentors both indicated occasional difficulties with the language used in the competence assessment document. Most of the nursing students and mentors shared the view that it is always necessary for a teacher to be involved in the final assessment discussion.
The study highlights the importance of assessment skills of mentors and the important role of the teachers. Findings from this study indicate that nursing students' clinical practice assessment already includes many good practices, but we still have some difficulties in ensuring effective measures of competence.
学生所接受的评估会影响他们的学习方式，并塑造他们对临床实习的兴趣。因此，导师和教师拥有高质量的评估策略以确保护理专业学生的能力非常重要。
本研究的目的是描述护理专业学生、护理教师和导师对护理专业学生临床实习最终评估的看法和经历。该研究还调查了受访者对未来使用标准化的国家或欧洲临床评估方案的看法。
采用问卷调查的描述性调查设计。
在芬兰五所应用科学大学和五所合作医院开展。
护理专业学生（n = 276）、护理教师（n = 108）和导师（n = 225）。
使用问卷收集数据。调查数据采用SPSS 19版进行分析。描述性统计和交叉表用于描述数据特征。
护理专业学生认为他们在临床实习期间与导师相处的时间足够长，足以确保导师能够评估他们的行为。导师也认为他们与学生相处的时间足够。学生和导师都表示在能力评估文件中使用的语言偶尔会有困难。大多数护理专业学生和导师都认为教师参与最终评估讨论总是必要的。
该研究强调了导师评估技能的重要性以及教师的重要作用。本研究结果表明，护理专业学生的临床实习评估已经包含了许多良好做法，但在确保有效的能力评估措施方面仍存在一些困难。
