Department of Nursing Science, University of Eastern Finland, Kuopio, Finland; Saimaa University of Applied Sciences, Lappeenranta, Finland.
Department of Nursing Science, University of Eastern Finland, Kuopio, Finland.
Int J Nurs Stud. 2016 Jan;53:308-19. doi: 10.1016/j.ijnurstu.2015.09.014. Epub 2015 Oct 22.
To provide an overview of summative assessment of student nurses' practice currently in use.
Narrative review and synthesis of qualitative and quantitative studies.
With the support of an information specialist, the data were collected from scientific databases which included CINAHL, PubMed, Medic, ISI Web of Science, Cochrane library and ERIC published from January 2000 to May 2014. Sources used in all of the included studies were also reviewed.
725 articles concerned with student nurse clinical practice assessment were identified. After inclusion and exclusion criteria, 23 articles were selected for critical review.
Findings suggest that the assessment process of student nurses' clinical practice lacks consistency. It is open to the subjective bias of the assessor, and the quality of assessment varies greatly. Student nurses' clinical assessment was divided into 3 themes: acts performed before final assessment, the actual final assessment situation and the acts after the final assessment situation. Mentors and students need teachers to provide them with an orientation to the assessment process and the paperwork. Terminology on evaluation forms is sometimes so difficult to grasp that the mentors did not understand what they mean. There is no consensus about written assignments' ability to describe the students' skills. Mentors have timing problems to ensure relevant assessment of student nurses. At the final interview students normally self-assess their performance; the mentor assesses by interview and by written assignments whether the student has achieved the criteria, and the role of the teacher is to support the mentor and the student in appropriate assessment. The variety of patient treatment environments in which student nurses perform their clinical practice periods is challenging also for the assessment of student nurses' expertise.
Mentors want clinical practice to be a positive experience for student nurses and it might lead mentors to give higher grades than what student nurses in fact deserve. It is very rare that student nurses fail their clinical practice. If the student nurse does not achieve the clinical competencies they are allowed to have extra time in clinical areas until they will be assessed as competent. Further research needs to be carried out to have more knowledge about the final assessment in the end of clinical practice. Through further research it will be possible to have better methods for high quality assessment processes and feedback to student nurses. Quality in assessment improves patient safety.
提供目前用于学生护士实践总结性评估的概述。
对定性和定量研究的叙述性回顾和综合。
在信息专家的支持下，从科学数据库中收集数据，其中包括 CINAHL、PubMed、Medic、ISI Web of Science、Cochrane 图书馆和 2000 年 1 月至 2014 年 5 月期间出版的 ERIC。还审查了所有纳入研究中使用的来源。
共确定了 725 篇与学生护士临床实践评估相关的文章。在经过纳入和排除标准后，选择了 23 篇文章进行批判性评价。
研究结果表明，学生护士临床实践的评估过程缺乏一致性。评估过程容易受到评估者的主观偏见的影响，并且评估质量差异很大。学生护士的临床评估分为 3 个主题：最终评估前的行为、实际最终评估情况和最终评估后的行为。导师和学生需要教师提供评估过程和文书工作的指导。评估表中的术语有时很难理解，以至于导师不知道它们的含义。关于书面作业能否描述学生技能的问题，尚未达成共识。导师在时间安排上存在问题，无法确保对学生护士进行相关评估。在最终面试中，学生通常会自我评估自己的表现；导师通过面试和书面作业评估学生是否达到标准，教师的角色是支持导师和学生进行适当的评估。学生护士在其临床实习期间在各种患者治疗环境中进行实习，这也对学生护士专业技能的评估带来了挑战。
导师希望学生护士的临床实习是一次积极的经历，这可能导致导师给予比学生护士实际应得的更高的成绩。学生护士很少会实习失败。如果学生护士未能达到临床能力要求，则允许他们在临床区域额外获得更多时间，直到他们被评估为合格。需要进一步研究以获得更多关于临床实习结束时最终评估的知识。通过进一步的研究，可以为学生护士提供更好的高质量评估过程和反馈方法。评估质量的提高可以提高患者的安全性。
