Department of Nursing, The First Affiliated Hospital of Fujian Medical University, Fuzhou, China.
Department of Nursing, The First Clinical Medical College of Fujian Medical University, Fuzhou, China.
Front Public Health. 2022 Oct 19;10:974281. doi: 10.3389/fpubh.2022.974281. eCollection 2022.
To explore the effectiveness of formative evaluation in the mentoring of student nursing interns in an emergency department.
A total of 144 intern nursing students in the emergency department of a tertiary care hospital in Fuzhou were selected as the study subjects from July 2020 to February 2021. Adopting quasi-experimental studies methods, the students were divided into the experiment group ( = 74) and the control group ( = 70), based on their practicing rotation times. Formative evaluation methods such as in-person interviews, clinical scenario simulations, and clinical operation skills exams were conducted in the experiment group, while traditional summative evaluation methods were adopted for the control group. At the end of the intern period, a unified examination paper on professional knowledge concerning the emergency department, a cardiopulmonary resuscitation skill assessment, and a self-rating scale of self-directed learning was employed to evaluate professional theory performance, clinical practice ability, self-directed learning ability, and academic satisfaction among the nursing students, respectively.
The professional theoretical performance, clinical practice ability assessment scores, academic satisfaction, and self-directed learning abilities of the nursing students were significantly higher in the experiment group compared with the control group ( < 0.05).
The application of formative evaluation during the mentoring of student intern nurses in an emergency department improved their professional theoretical performance, clinical practice skills, academic satisfaction, and self-directed learning abilities.
探索形成性评价在急诊科学生护理实习生带教中的效果。
选取 2020 年 7 月至 2021 年 2 月在福州市某三级甲等医院急诊科实习的 144 名护理实习生为研究对象。采用类实验研究方法，根据实习轮转次数将学生分为实验组（n=74）和对照组（n=70）。实验组采用现场访谈、临床情景模拟、临床操作技能考核等形成性评价方法，对照组采用传统总结性评价方法。实习结束时，采用统一的急诊科专业知识试卷、心肺复苏技能考核和自我导向学习自评量表分别对护理学生的专业理论成绩、临床实践能力、自我导向学习能力和学业满意度进行评价。
实验组护理学生的专业理论成绩、临床实践能力评估得分、学业满意度和自我导向学习能力均显著高于对照组（<0.05）。
在急诊科学生护理实习生带教中应用形成性评价，可提高学生的专业理论成绩、临床实践技能、学业满意度和自我导向学习能力。
