Perception of Nursing Faculties from Clinical Assessment Challenges in Students: A Qualitative Study

AUTHORS

Sakineh Sabzevari 1 , * , Abbas Abbaszadeh 2 , Fariba Borhani 3

1 PhD in Nursing, Instructor, Department of Nursing, School of Nursing and Midwifery, Kerman University of Medical Sciences, Kerman, Iran, Iran

2 PhD in Nursing, Associate Professor, Physiology Research Center, Kerman University of Medical Sciences, Kerman, Iran, Iran

3 PhD in Nursing, Assistant Professor, Department of Nursing, School of Nursing and Midwifery, Kerman University of Medical Sciences, Kerman, Iran, Iran

How to Cite: Sabzevari S, Abbaszadeh A, Borhani F. Perception of Nursing Faculties from Clinical Assessment Challenges in Students: A Qualitative Study, Strides Dev Med Educ. 2013 ; 10(3):e60789.

ARTICLE INFORMATION

Strides in Development of Medical Education: 10 (3); e60789
Published Online: October 01, 2013
Article Type: Research Article
Received: August 26, 2017
Accepted: July 29, 2013

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Abstract

Background & Objective: Identifying clinical education problems is a challenge in training staffs and professional role acceptance.

This study aimed to identify nursing faculty perception from student evaluation challenges in medical surgical wards.

Methods: This was a descriptive qualitative study. Participants were 14 nursing faculty members and purposeful sampling was used until data saturation. Interview was done for data collection. All the interviews were recorded and then transcribed and analyzed. Software One Note 2010 was used for documentation of interviews and extracted codes. Manifest content analysis was used for data analysis.

Results: Four themes and 14 categories were emerged including superficial evaluation (face evaluation, evaluation with invalid instrument, modeless evaluation, and detail center evaluation), unreal center evaluation (theory based evaluation, unprofessional based evaluation, tact based evaluation, and help to average rise based evaluation), bet-based evaluation (conservative evaluation, student recompense-based evaluation of teacher, and cliché type evaluation) and incomplete evaluation (unintegrated evaluation, unclear evaluation, and to digress of criterion reference evaluation).

Conclusion: Modeless and non-instrumental evaluation was reported as important subjects that emphasized by faculty members. Some interventions for fair evaluation were recommended as using valid instrument and proper approaches based on short and long goals for competent graduated to health care system entry.

Keywords

Clinical evaluation Nursing student Qualitative study

© 2013, Medical Education Development Center. This is an open-access article distributed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International License (http://creativecommons.org/licenses/by-nc/4.0/) which permits copy and redistribute the material just in noncommercial usages, provided the original work is properly cited.

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