Madineh Jasemi1, Soheila Ahangarzadeh Rezaie1, Masumeh Hemmati Maslakpak1,2, Naser Parizad1,3. 1. Faculty of Nursing and Midwifery, Urmia University of Medical Sciences, Iran. 2. Maternal and Childhood Obesity Research Center, Urmia University of Medical Sciences, Urmia, Iran. 3. Patient Safety Research Center, Urmia University of Medical Sciences, Urmia, Iran.
Abstract
Background: Evaluation of clinical skills in nursing students is of critical importance in professional education. However, unfortunately the quality of evaluation tools is poor. Objectives: To evaluate the effectiveness of Direct Observation of Procedural Skills (DOPS) and Mini Clinical Evaluation Exercise (Mini-CEX) on clinical skills of nursing students.Design: A single-blind randomized, parallel group, controlled quasi-experimental study with comparison group in a teaching hospital in Urmia, Iran (2016). Methods: This study was conducted among 108 senior nursing students. Participants were selected using a convenience sampling and randomly allocated into two groups. Mini-CEX and DOPS were utilized to evaluate the intervention group. The control group was evaluated based on routine evaluation methods. Data were analyzed by SPSS, using descriptive and inferential statistics. The CONSORT 2010 checklist was used to ensure quality reporting in this study. Results: An independent sample t-test showed that the mean of students' scores in all of the five procedures was significantly higher in the intervention group compared to control group. The highest difference was attributed to dressing change in the intervention group. Repeated measure ANOVA showed significant improvement in the students' scores on the tests assessing the skill of suctioning, dressing change, intravenous catheterization, patient education and writing a report. Bonferroni post hoc test showed that students obtained significantly higher score at the third stage compared to the second and the first stage. Findings also indicates that students' scores for the procedures significantly raised through the first stage of DOPS and Mini-CEX to the third stage.Conclusions: Utilization of DOPS and Mini-CEX for evaluation of clinical skills in nursing students effectively enhance their learning ability. Implementing of such assessment methods lead to promoting clinical skills of nursing students which eventually help nurses to provide high quality, fundamental care for their patients.Impact statementThis study can give us instructions to make our nursing students be competent to take high quality care of patients.
RCT Entities:
Background: Evaluation of clinical skills in nursing students is of critical importance in professional education. However, unfortunately the quality of evaluation tools is poor. Objectives: To evaluate the effectiveness of Direct Observation of Procedural Skills (DOPS) and Mini Clinical Evaluation Exercise (Mini-CEX) on clinical skills of nursing students.Design: A single-blind randomized, parallel group, controlled quasi-experimental study with comparison group in a teaching hospital in Urmia, Iran (2016). Methods: This study was conducted among 108 senior nursing students. Participants were selected using a convenience sampling and randomly allocated into two groups. Mini-CEX and DOPS were utilized to evaluate the intervention group. The control group was evaluated based on routine evaluation methods. Data were analyzed by SPSS, using descriptive and inferential statistics. The CONSORT 2010 checklist was used to ensure quality reporting in this study. Results: An independent sample t-test showed that the mean of students' scores in all of the five procedures was significantly higher in the intervention group compared to control group. The highest difference was attributed to dressing change in the intervention group. Repeated measure ANOVA showed significant improvement in the students' scores on the tests assessing the skill of suctioning, dressing change, intravenous catheterization, patient education and writing a report. Bonferroni post hoc test showed that students obtained significantly higher score at the third stage compared to the second and the first stage. Findings also indicates that students' scores for the procedures significantly raised through the first stage of DOPS and Mini-CEX to the third stage.Conclusions: Utilization of DOPS and Mini-CEX for evaluation of clinical skills in nursing students effectively enhance their learning ability. Implementing of such assessment methods lead to promoting clinical skills of nursing students which eventually help nurses to provide high quality, fundamental care for their patients.Impact statementThis study can give us instructions to make our nursing students be competent to take high quality care of patients.