Nurse Educator, Masters. Lecturer. Nursing School of Yangzhou University, Yangzhou, China.
Nurse Educator, Ph.D. Professor. Nursing School of Yangzhou University, Yangzhou, China.
Invest Educ Enferm. 2024 Jun;42(2). doi: 10.17533/udea.iee.v42n2e16.
To evaluate the pedagogical skills of third-year nursing students at Yangzhou University (China).
A multisite quasi-experimental design was used in this study. Fifty-five participants were selected by convenience sampling. The Objective Structured Teaching Evaluation (OSTE) scale was used to assess teaching skills. The evaluation included four different stages: Teaching Background Analysis (E1), Lesson Plan Presentation (E2), Mock Class (E3) and Teaching Reflection (E4). Prior to the assessment, the teachers assigned homework to the students to complete at the four stations.
Fifty-five nursing students with an average age of 21.3±0.7 years participated in the study, with a predominance of female students (78.2%). The highest mean score was achieved in E1 (83.1), followed by E2 and E3 (82.5 and 82.3 respectively), while the lowest mean score was found in E4 (79.6). In E3, instructors gave lower scores for class organisation, class characteristics and overall performance compared to the self-reported scores of the standardised students (p<0.05). More than 80% of the students strongly agreed and recommended the OSTE as the primary method for assessing teaching skills in the classroom.
Deficits in teaching skills were identified in the participating students; this information will allow specific interventions to improve the situation. The OSTE instrument was a useful method for assessing the pedagogical skills of undergraduate nursing students.
评价扬州大学三年级护理学生的教学技能。
本研究采用多站点准实验设计。通过便利抽样选择了 55 名参与者。采用客观结构化教学评估量表（OSTE）评估教学技能。评估包括四个不同阶段：教学背景分析（E1）、教案演示（E2）、模拟教学（E3）和教学反思（E4）。在评估之前，教师会给学生布置作业，让他们在四个站点完成。
55 名平均年龄为 21.3±0.7 岁的护理学生参加了研究，其中女性学生占多数（78.2%）。E1 的平均得分最高（83.1），其次是 E2 和 E3（分别为 82.5 和 82.3），而 E4 的平均得分最低（79.6）。在 E3 中，与标准化学生的自我报告分数相比，教师对班级组织、班级特点和整体表现的评分较低（p<0.05）。超过 80%的学生强烈同意并推荐 OSTE 作为课堂教学技能评估的主要方法。
参与学生的教学技能存在不足，这些信息将有助于采取具体干预措施加以改善。OSTE 工具是评估本科护理学生教学技能的有效方法。
