Qualitative study on the application of formative evaluation in clinical practice of nursing students

doi:10.3760/cma.j.issn.1673-677X.2019.12.007

Abstract

Abstract: Objective To explore the real experience of formative evaluation of undergraduate nursing students in clinical practice teaching and related suggestions,and to provide a reform reference for the formative evaluation of undergraduate nursing students in teaching hospitals.Methods In September 2018,the Objective sampling method was used to select 15 students in four-year nursing major at grade 2015 in the first hospital of Guangzhou Medical University in 2018 as the research object,and the semi-structured interview was conducted,and the results were analyzed by the phenomenological research method of Colaizzi.Results The application of formative evaluation brings different feelings to nursing students.Five themes were summarized as follows:improving self-study ability and learning confidence;promote communication between teachers and students and timely identification of problems;complement each other with the final evaluation method;evaluation content is too much,lack of evaluation of scientific research teaching.Conclusions Formative evaluation can play an active role in the internship of nursing students,and there are also weakness in the evaluation content and the lack of evaluation for scientific research capacity.Clinical nursing teaching managers should improve the formative evaluation method in time and enhance the quality of students' teaching.

Key words: Formative evaluation, Clinical teaching, Nursing students, Qualitative study

CLC Number:

Ye Guilian, Gao Guozhen, Chen Hanyu. Qualitative study on the application of formative evaluation in clinical practice of nursing students[J]. Chinese Journal of Medical Education, 2019, 39(12): 922-925.

References

[1] 李峥,刘宇.护理学研究方法[M].北京:人民卫生出版社,2012:197-199.
[2] 姜安丽.护理教育学[M].3版.北京:人民卫生出版社,2014:191-192.
[3] 胡吟蕾,朱正刚.护理专业形成性评价的研究进展[J].护理研究,2018,32(4):529-531.DOI:10.3969/j.issn.1009-6493.2018.04.009.
[4] 罗冬平.形成性评价对护理本科生自主学习能力的影响研究[J].中华护理教育,2015,12(5):367-369.DOI:10.3761/j.issn.1672-9234.2015.05.012.
[5] 高玉芳,王彩星,安慰,等.中美护理本科实践教育现状及启示[J].中华护理教育,2018,15(8):628-631.DOI:10.3761/j.issn.1672-9234.2018.08.016.
[6] 刘永兵,李江,张瑜,等.形成性评价与终结性评价在《健康评估》教学中的应用[J].护理研究,2017,31(23):2911-2912.DOI:10.3969/j.issn.1009-6493.2017.23.028.
[7] 唐海山,赵梅,宋瑰琦,等.我国本科护理教学评价的文献计量学研究[J].护理研究,2018,32(24):3893-3896.DOI:10.12102/j.issn.1009-6493.2018.24.019.
[8] 程利,李艳,袁杰.形成性评价在护理社会学教学中的应用[J].护士进修杂志,2014,29(20):1848-1850.
[9] 薛素梅,崔世红.形成性评价在内科护理教学中应用的质性研究[J].继续医学教育,2014,28(3):65-66.DOI:10.3969/J.ISSN.1004-6763.2014.03.033
[10] Hamilton AB,Finley EP.Qualitative methods in implementation research:an introduction[J].Psychiatry Res,2019,280:112516.DOI:10.1016/j.psychres.2019.112516.
[11] 王连红,江智霞,曾芬莲,等.形成性评价在《成人护理学》课程考核中的应用[J].护理研究,2014,28(9B):3321-3323.DOI:10.3969/j.issn.10096493.2014.026.056.
[12] 王雪.基于对分易网络教学平台构建妇产科护理学形成性评价体系[J].护理学杂志,2019,34(13):75-78.DOI:10.3870/j.issn.1001-4152.2019.13.075.
[13] 孟敏,杨玉,刘英,等.影响临床护士科研能力的因素及对策[J].当代护士(学术版),2013(4):3-5.
[14] 颜玲琴.护理本科生毕业论文完成情况调查分析[J].卫生职业教育,2018,36(6):93-94.
[15] Alyousef SM.Psychosocial stress factors among mental health nursing students in KSA[J].J Taibah Univ Med Sci,2019,14(1):60-66.DOI:10.1016/j.jtumed.2018.11.006.
[16] 张燕,梁慧敏,张华.护生临床实习分阶段心理干预的应用与效果[J].护理管理杂志,2012,12(7):494-495,503.DOI:10.3969/j.issn.1671-315X.2012.07.015.
[17] 李杨,张慧,杨军,等.护理本科生实习前焦虑现状及干预研究[J].护理研究,2015,29(3C):1087-1088,1089.DOI:10.3969/j.issn.10096493.2015.09.022.
[18] 陈芳,胡慧,范艳丽,等.护生对实习前强化训练负性体验的质性研究[J].解放军护理杂志,2016,33(4):27-30,34.DOI:10.3969/j.issn.1008-9993.2016.04.007.