"The application effect of""comprehensive design experiment evaluation""in the evaluation of nursing experimental teaching" / 中华医学教育探索杂志

Objective To explore the value of applyingcomprehensive design experiment evalua-tionin the evaluation of nursing experimental teaching. Methods In the nursing profession, and after the acute and severe cases were collected, comprehensive design experiment evaluation was carried out by using the first-aid and severe training programs, according to the patients needs. Then the simulation effect of students was evaluated by multi-subjects Afterwards, a questionnaire survey was conducted among 143 participants on clinical competency and experimental assessment. The data were analyzed through ratio. Result 121 nursing students' (84.6%) clinical competence was improved. 143 nursing students (100%) thought that the test was of great significance to achieve education target. 138 nursing students (96.6%) thought that general design and arrangement of satisfaction were high. 141 nursing students (98.7%) were satisfied with the multi-subject evaluation. 106 nursing students (74.1%) were willing to conduct self evaluation and give evaluation of others. Conclusion Comprehensive designing experiments evaluationcan significantly improve the critical clinical competence of nursing students, and can help the professional education target implementation. The operation mode is recognized by the students. The evaluation of the multi-subject evaluation is highly respected, but it needs to develop the students' ability of objective evalua-tion.

The application of developmental assessment in the core specialty courses of emergency and inten-sive care orientation in nursing profession / 中华医学教育探索杂志

To construct “developmental assessment” in the course of emergency nursing and inten-sive care nursing by applying the combination of formative assessment and summative evaluation, the com-bination of qualitative assessment and quantitative assessment and the incorporation of self-assessment and other evaluation. Specifically, this project contains investigation activity (accounting for 10%), operating activity (10%), checking on work attendance and homework evaluation (15%), reflection activity (15%), comprehensive design experiment evaluation (20%) and theoretical evaluation (30%). Process evaluation and self-evaluation are highlighted, especially feedback and improvement after evaluation. Through multi stage and multi form evaluation, the goal of emergency and critical care professional education has been achieved, which has promoted the development of student nurses' quality and overall development.