مقايسه دو روش ارزشيابي تكويني بر رضايتمندي و يادگيري مهارتهاي باليني در دانشجويان پرستاري

Comparison of two Formative Evaluation Methods on Satisfaction and Learning of Clinical Skills in Nursing Students

ارزشيابي خود و همتا بعنوان ارزشــيابي هــاي تكوينــي در افزايــش يادگيــري دانشــجويان تاثيــر دارنــد. بمنظــور معرفــي روش موثرتــر، پژوهــش حاضــر بــا هــدف مقايســه تاثيــر بكارگيــري ارزشــيابي خــود و همتــا بــر رضايتمنــدي و يادگيــري مهــارت بالينــي دانشــجويان پرســتاري انجــام شــد. روش كار: در ايــن مطالعــه نيمــه تجربــي بــا طــرح متقاطــع، كليــه دانشــجويان تــرم يــك كارشناســي پرســتاري دانشــكده پرســتاري مامايــي همــدان جهــت انجــام دو پروســيجر ساكشــن و پانســمان وارد مطالعــه شــدند. از چــك ليســت اســتاندارد بــراي ارزشــيابي هــر پروســيجر اســتفاده گرديــد. بــا اســتفاده از چــك ليســتها، همزمــان بــا ارزشــيابي مربــي هــر 49 دانشــجو بــه صــورت قرعــه كشــي يكــي از پروســيجرها را بــه روش خودارزشــيابي و پروســيجر بعــدي را بــه صــورت ارزشــيابي همتــا انجــام دادنــد. 2هفتــه بعــد مجــدد هــر دانشــجو در طــي انجــام پروســيجرها تحــت ارزشــيابي توســط مربــي قــرار گرفــت. نمــره نهايــي بــه عنــوان مــاك يادگيــري در نظــر گرفتــه شــد. رضايــت دانشــجويان از روشــهاي ارزشــيابي بــا اســتفاده از پرسشــنامه محقــق ســاخته بررســي گرديــد. داده هــا بــا SPSS-16 و بــا ســطح معنــي داري 0/05 تجزيــه تحليــل شــدند. يافته هــا: در پروســيجر ساكشــن تفاوتــي بيــن نمــره نهايــي دانشــجويان در دو روش ارزشــيابي وجــود نداشــت. در پروســيجر پانســمان ارزشــيابي همتــا باعــث يادگيــري بهتــر در دانشــجويان نســبت بــه روش خودارزشــيابي شــد (0/01

Self-evaluation and peer as formative evaluation have an effect in increase students' learning. To introduce a more effective method, this study was done to Purpose comparison of two formative evaluation methods on satisfaction and learning of clinical skills in nursing students. Methods: In this interventional study to crossover design, all one semester of bachelor nursing students of hamadan nursing and midwifery school entered the study to perform two suction and dressing procedures. Standard checklists were used to evaluate each procedure. Using the checklists, Simultaneous with the instructor evaluation, all 49 students by lottery were don one procedure by self- evaluation and the next procedure to a peer evaluation. Two weeks later, each student was reassessed by the instructor during the procedure. The final score was considered as the learning criterion. Students' satisfaction with evaluation methods was assessed using a researcher-made questionnaire. Data were analyzed by SPSS-16 with a significance level of 0.05. Results: In the suction procedure, there was no difference between the final scores of the students in the two evaluation methods. In the dressing process, peer evaluation improves students' learning than the self-evaluation method (p<0.01). Peer evaluation led to higher satisfaction of students in the communication dimension and anxiety reduction (p<0.05). Conclusions: Considering students 'satisfaction of peer evaluation and its positive impact on students' learning of clinical skills, it is recommended to use this method in teaching students to the educational authorities.