Payne Camille, Ziegler M Penny, Baughman Diana M, Jones Jackie
Author Affiliations: Professor (Dr Payne), Lecturer (Ms Ziegler), Lecturer (Ms Baughman), Associate Professor (Dr Jones), WellStar School of Nursing, Kennesaw State University, Georgia.
Nurse Educ. 2015 Nov-Dec;40(6):281-4. doi: 10.1097/NNE.0000000000000173.
A primary responsibility for nurse educators is to provide students with theoretical knowledge and clinical skills for professional nursing. In this study, laboratory faculty developed a creative pedagogical strategy to reduce nursing student stress during assessment of skill performance. Mock competencies were structured so that students participated in peer-to-peer evaluations in simulated competency assessments. The purpose of this study was to determine whether this pedagogical strategy had an impact on first-round pass rates for skills competency assessments.
护理教育工作者的一项主要职责是为学生提供专业护理所需的理论知识和临床技能。在本研究中，实验室教员制定了一种创新的教学策略，以减轻护理专业学生在技能操作评估过程中的压力。模拟能力评估的结构设计使学生能够在模拟能力评估中参与 peer-to-peer 评估。本研究的目的是确定这种教学策略是否对技能能力评估的首轮通过率有影响。 （注：“peer-to-peer”直译为“对等的、点对点的”，结合语境这里可能是指学生之间相互评估，可根据实际情况灵活调整表述使其更通顺自然）
