-
Effect of a smartphone-based online electronic logbook to evaluate the clinical skills of nurse anesthesia students in Iran: a randomized controlled study
-
Ali Khalafi, Nahid Jamshidi, Nasrin Khajeali, Saeed Ghanbari
-
J Educ Eval Health Prof. 2023;20:10. Published online March 31, 2023
-
DOI: https://doi.org/10.3352/jeehp.2023.20.10
-
-
Abstract
PDFSupplementary Material
- Purpose
This study was conducted to evaluate a smartphone-based online electronic logbook used to assess the clinical skills of nurse anesthesia students in Iran.
Methods This randomized controlled study was conducted after tool development at Ahvaz Jundishapur University of Medical Sciences in Ahvaz, Iran from January 2022 to December 2022. The online electronic logbook involved in this study was an Android-compatible application used to evaluate the clinical skills of nurse anesthesia students. In the implementation phase, the online electronic logbook was piloted for 3 months in anesthesia training in comparison with a paper logbook. For this purpose, 49 second- and third-year anesthesia nursing students selected using the census method were assigned to intervention (online electronic logbook) and control (paper logbook) groups. The online electronic logbook and paper logbook were compared in terms of student satisfaction and learning outcomes.
Results A total of 39 students participated in the study. The mean satisfaction score of the intervention group was significantly higher than that of the control group (P=0.027). The mean score of learning outcomes was also significantly higher for the intervention than the control group (P=0.028).
Conclusion Smartphone technology can provide a platform for improving the evaluation of the clinical skills of nursing anesthesia students, leading to increased satisfaction and improved learning outcomes.
-
Improvement of the clinical skills of nurse anesthesia students using mini-clinical evaluation exercises in Iran: a randomized controlled study
-
Ali Khalafi, Yasamin Sharbatdar, Nasrin Khajeali, Mohammad Hosein Haghighizadeh, Mahshid Vaziri
-
J Educ Eval Health Prof. 2023;20:12. Published online April 6, 2023
-
DOI: https://doi.org/10.3352/jeehp.2023.20.12
-
-
3,208
View
-
132
Download
-
2
Web of Science
-
5
Crossref
-
Abstract
PDFSupplementary Material
- Purpose
The present study aimed to investigate the effect of a mini-clinical evaluation exercise (CEX) assessment on improving the clinical skills of nurse anesthesia students at Ahvaz Jundishapur University of Medical Sciences, Ahvaz, Iran.
Methods This study started on November 1, 2022, and ended on December 1, 2022. It was conducted among 50 nurse anesthesia students divided into intervention and control groups. The intervention group’s clinical skills were evaluated 4 times using the mini-CEX method. In contrast, the same skills were evaluated in the control group based on the conventional method—that is, general supervision by the instructor during the internship and a summative evaluation based on a checklist at the end of the course. The intervention group students also filled out a questionnaire to measure their satisfaction with the mini-CEX method.
Results The mean score of the students in both the control and intervention groups increased significantly on the post-test (P<0.0001), but the improvement in the scores of the intervention group was significantly greater compared with the control group (P<0.0001). The overall mean score for satisfaction in the intervention group was 76.3 out of a maximum of 95.
Conclusion The findings of this study showed that using mini-CEX as a formative evaluation method to evaluate clinical skills had a significant effect on the improvement of nurse anesthesia students’ clinical skills, and they had a very favorable opinion about this evaluation method.
-
Citations
Citations to this article as recorded by
- Psychometric testing of anesthesia nursing competence scale (AnestComp)
Samira Mahmoudi, Akram Yazdani, Fatemeh Hasanshiri Perioperative Care and Operating Room Management.2024; 34: 100368. CrossRef - Application of flipped classroom teaching method based on ADDIE concept in clinical teaching for neurology residents
Juan Zhang, Hong Chen, Xie Wang, Xiaofeng Huang, Daojun Xie BMC Medical Education.2024;[Epub] CrossRef - Impactos do Mini-Cex no ensino-aprendizagem da saúde: uma revisão integrativa
João Henrique Anizio de Farias, Draenne Micarla dos Santos Silva, Clédson Calixto de Oliveira, Elzenir Pereira de Oliveira Almeida Revista de Gestão e Secretariado.2024; 15(9): e4150. CrossRef - Comparing Satisfaction of Undergraduate Nursing Students`: Mini-CEX vs CIM in Assessing Clinical Competence
Somia Saghir, Anny Ashiq Ali, Kashif Khan, Uzma Bibi, Shafaat Ullah, Rafi Ullah, Zaifullah Khan, Tahir Khan Pakistan Journal of Health Sciences.2023; : 134. CrossRef - Enhancement of the technical and non-technical skills of nurse anesthesia students using the Anesthetic List Management Assessment Tool in Iran: a quasi-experimental study
Ali Khalafi, Maedeh Kordnejad, Vahid Saidkhani Journal of Educational Evaluation for Health Professions.2023; 20: 19. CrossRef
-
Enhancement of the technical and non-technical skills of nurse anesthesia students using the Anesthetic List Management Assessment Tool in Iran: a quasi-experimental study
-
Ali Khalafi, Maedeh Kordnejad, Vahid Saidkhani
-
J Educ Eval Health Prof. 2023;20:19. Published online June 16, 2023
-
DOI: https://doi.org/10.3352/jeehp.2023.20.19
-
-
Abstract
PDFSupplementary Material
- Purpose
This study investigated the effect of evaluations based on the Anesthetic List Management Assessment Tool (ALMAT) form on improving the technical and non-technical skills of final-year nurse anesthesia students at Ahvaz Jundishapur University of Medical Sciences (AJUMS).
Methods This was a semi-experimental study with a pre-test and post-test design. It included 45 final-year nurse anesthesia students of AJUMS and lasted for 3 months. The technical and non-technical skills of the intervention group were assessed at 4 university hospitals using formative-feedback evaluation based on the ALMAT form, from induction of anesthesia until reaching mastery and independence. Finally, the students’ degree of improvement in technical and non-technical skills was compared between the intervention and control groups. Statistical tests (the independent t-test, paired t-test, and Mann-Whitney test) were used to analyze the data.
Results The rate of improvement in post-test scores of technical skills was significantly higher in the intervention group than in the control group (P˂0.0001). Similarly, the students in the intervention group received significantly higher post-test scores for non-technical skills than the students in the control group (P˂0.0001).
Conclusion The findings of this study showed that the use of ALMAT as a formative-feedback evaluation method to evaluate technical and non-technical skills had a significant effect on improving these skills and was effective in helping students learn and reach mastery and independence.
|