University of Stavanger, Faculty of Health Sciences, Postbox 86, 4036 Stavanger, Norway.
Nurse Educ Pract. 2022 Jan;58:103258. doi: 10.1016/j.nepr.2021.103258. Epub 2021 Nov 18.
To provide an overview of assessment methods and tools to evaluate postgraduate critical care nursing students' competence in clinical placement and to identify recommendations for future assessment methods.
The purpose of postgraduate critical care nursing education is to educate professional, competent and caring critical care nurses and high-quality assessment strategies in clinical placement are of most importance.
An integrative review following Whittemore and Knafl's framework and Prisma 2020 guidelines for systematic reviews.
Systematic searches were performed in June 2020 with an update in April 2021 using the following: Academic Search Premier, British Nursing Index, CINAHL, MEDLINE, SveMed+, Web of Science and the Joanna Briggs Institute databases. The systematic literature search and hand search yielded 380 studies. After screening and checking for eligibility, fifteen studies published between 2005 and 2020 were included in this review. The included studies were critically appraised using the Mixed Methods Appraisal Tool for empirical studies and the Joanna Briggs Institute Critical Appraisal tool for literature reviews.
Four qualitative, six quantitative, three mixed-methods and two literature review studies were included in this review. We identified that competence in postgraduate critical care nursing is a multidimensional concept and it is recommended to use a combination of assessment methods like self-assessment, observation and mentor evaluation. It is necessary to have discussions and reflections between the student, preceptor and lecturer, as well as written self- and mentor evaluation to provide formative and summative feedback to the students. The need to provide consistency and objectivity resulted in the development of competency assessment tools and they were mostly developed and validated as a collaboration between clinical sites and educational institutions. Most of the assessment tools consisted of domains reflecting holistic nursing, including both technical and non-technical skills. Domains reflecting evidence-based nursing practice were less common.
We need valid and reliable instruments to assess postgraduate critical care nursing student's competence in placement. Innovation and further research regarding effective and accessible assessment methods, such as digital assessment tools, are needed to meet future needs. This may also stimulate collaboration to improve the international inconsistency in critical care nursing educations. We should be working towards common, international educational competence descriptions and assessment tools that are in line with the ever-changing critical care environment, including holistic nursing and continuous learning.
提供评估方法和工具的概述，以评估研究生重症监护护理学生在临床实习中的能力，并确定对未来评估方法的建议。
研究生重症监护护理教育的目的是培养专业、有能力和有爱心的重症监护护士，临床实习中的高质量评估策略最为重要。
根据 Whittemore 和 Knafl 的框架和 2020 年 Prisma 系统评价指南进行综合回顾。
2020 年 6 月进行了系统检索，并于 2021 年 4 月进行了更新，使用了以下数据库：学术搜索高级版、英国护理索引、CINAHL、MEDLINE、SveMed+、Web of Science 和 Joanna Briggs 研究所数据库。系统文献检索和手工检索共产生了 380 项研究。经过筛选和资格检查，本综述纳入了 2005 年至 2020 年期间发表的 15 项研究。纳入的研究使用实证研究的混合方法评估工具和文献综述的 Joanna Briggs 研究所批判性评估工具进行了批判性评估。
本综述纳入了 4 项定性研究、6 项定量研究、3 项混合方法研究和 2 项文献综述研究。我们发现，研究生重症监护护理的能力是一个多维的概念，建议使用多种评估方法的组合，如自我评估、观察和导师评估。学生、导师和讲师之间进行讨论和反思，以及学生和导师的书面自我评估，为学生提供形成性和总结性反馈是必要的。需要一致性和客观性导致了能力评估工具的开发，这些工具大多是由临床站点和教育机构合作开发和验证的。大多数评估工具包含反映整体护理的领域，包括技术和非技术技能。反映循证护理实践的领域则较少。
我们需要有效的和可靠的工具来评估研究生重症监护护理学生在实习中的能力。需要创新和进一步研究有效的和可访问的评估方法，如数字评估工具，以满足未来的需求。这也可能促进合作，改善重症监护护理教育的国际不一致性。我们应该致力于共同的、国际的教育能力描述和评估工具，这些工具与不断变化的重症监护环境保持一致，包括整体护理和持续学习。
