Khalafi Ali, Choopani Sajjad, Sarvi-Sarmeydani Nooshin, Maraghi Elham
Department of Anesthesiology, School of Allied Medical Sciences Ahvaz Jundishapur University of Medical Sciences Ahvaz Iran.
Department of Biostatistics and Epidemiology, Faculty of Public Health Ahvaz Jundishapur University of Medical Sciences Ahvaz Iran.
Health Sci Rep. 2025 Jan 16;8(1):e70358. doi: 10.1002/hsr2.70358. eCollection 2025 Jan.
The escalating complexity of diseases and the burgeoning demand for proficient nurse anesthetists underscore the critical need for graduates optimally equipped to deliver competent care across varying patient conditions. Given the gap between the expected and actual clinical competencies among graduates, this study aimed to evaluate the impact of formative assessment coupled with immediate online feedback on the clinical competence of anesthesia nursing students in peri-anesthesia care.
This educational intervention was conducted with the participation of nurse anesthesia students who were enrolled into intervention and control groups. The intervention entailed providing immediate, web-based feedback on students' performance through a visual dashboard on Microsoft Power BI, along with weekly assessments using the Common Clinical Assessment Tool (CCAT). The control group received traditional, verbal feedback.
Statistical analysis revealed significant improvements in clinical competence scores in the intervention group compared to the control group. The intervention group showed a notable progression in clinical competency scores from baseline to endpoint (mean scores: 35.06 ± 1.62 to 79.58 ± 1.02), significantly outperforming the control group (mean scores: 29.93 ± 1.38 to 62.09 ± 1.47, -value < 0.0001).
Integrating formative assessment with immediate online feedback (e.g., Microsoft Power BI) demonstrably enhances clinical competence in student nurse anesthetists. This study advocates for such advanced feedback mechanisms in competency-based nursing education to address competency gaps. These innovative approaches to education and evaluation hold promise for preparing competent nurse anesthetists, potentially leading to improved anesthesia care quality and patient safety.
疾病的复杂性不断升级，对专业麻醉护士的需求迅速增长，这凸显了培养能够在各种患者情况下提供有效护理的毕业生的迫切需求。鉴于毕业生预期临床能力与实际临床能力之间存在差距，本研究旨在评估形成性评估结合即时在线反馈对麻醉护理专业学生围麻醉期护理临床能力的影响。
本教育干预在参与干预组和对照组的麻醉护理专业学生中进行。干预措施包括通过微软Power BI上的可视化仪表板对学生的表现提供即时的基于网络的反馈，以及使用通用临床评估工具（CCAT）进行每周评估。对照组接受传统的口头反馈。
统计分析显示，与对照组相比，干预组的临床能力得分有显著提高。干预组从基线到终点的临床能力得分有显著进步（平均得分：35.06±1.62至79.58±1.02），明显优于对照组（平均得分：29.93±1.38至62.09±1.47，P值<0.0001）。
将形成性评估与即时在线反馈（如微软Power BI）相结合，可显著提高麻醉专业学生护士的临床能力。本研究提倡在基于能力的护理教育中采用这种先进的反馈机制，以弥补能力差距。这些创新的教育和评估方法有望培养出合格的麻醉护士，可能会提高麻醉护理质量和患者安全。
