ABSTRACT
BACKGROUND: The assessment of the acquisition of clinical competencies is a critical issue for nursing students. 360-degree evaluations are a widespread practice in professional competency assessment and can be applied to the learning/teaching process of future nurses. OBJECTIVES: To determine the effectiveness of the implementation of a 360-degree evaluation proposal for assessing the competencies acquired by third-year nursing students during their clinical placements. DESIGN: A mixed-methods design was used with a primary component (a cross-sectional descriptive observational design) and a parallel qualitative component. PARTICIPANTS: Sixty-seven third-year nursing students from a public university in Madrid, Spain, who were undertaking their clinical placements during seven weeks in medical/surgical units in hospital settings. METHODS: This study was conducted between September 2017 and May 2018. Quantitative data were obtained using assessment tools specifically developed for this 360-degree evaluation proposal. Qualitative information was collected from two focus groups, one with students and one with teaching staff. A descriptive analysis of the quantitative data was conducted. Qualitative data were studied using a thematic analysis. RESULTS: The mean scores for each of the items in the 360-degree evaluation were high, with the highest grades being observed in the evaluations made by peers and patients (a mean of 9.1 out of 10.0). On average, the 360-degree evaluation method yielded grades 0.067 percentage points higher than did the previous evaluation method (pâ¯≤â¯0.001). Students and teaching staff encountered difficulties in the evaluations made by users/families and other members of the healthcare team (nursing assistants and physicians), although they rated the overall proposal as being very powerful in terms of educational value. CONCLUSIONS: The 360-degree evaluation method is an innovative, motivating, and integrating approach to the acquisition of competencies with a focus on excellence.
Subject(s)
Education, Nursing, Baccalaureate , Students, Nursing , Clinical Competence , Cross-Sectional Studies , Humans , Learning , SpainABSTRACT
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Subject(s)
Education, Nursing/methods , High Fidelity Simulation Training/methods , Education, Nursing/trendsABSTRACT
OBJETIVO: Analizar los resultados académicos y explorar la satisfacción tanto del alumnado como del profesorado de la experiencia de integración de 2 asignaturas de segundo curso del grado en enfermería. MÉTODO: Proyecto de innovación docente llevado a cabo durante 4 cursos, sobre la población de estudiantes de 2.° curso de grado en enfermería, matriculados en las asignaturas de Enfermería del adulto II y Enfermería del anciano. Para ello se diseñó una actividad docente común entre las 2 asignaturas, a partir de competencias, resultados de aprendizaje y contenidos compartidos. La metodología utilizada fue el trabajo colaborativo aplicado a la resolución de un caso clínico. RESULTADOS: En la experiencia participaron 668 alumnos. Respecto al rendimiento académico global el 51,5% de estudiantes obtuvieron una calificación de notable, el 35,6% sobresaliente, el 11,5% aprobado y el 1,4% suspenso. Respecto a los resultados de satisfacción a partir de los cuestionarios administrados a los estudiantes estos manifestaron una elevada satisfacción con el nivel competencial logrado, destacando principalmente la competencia de «integrar el aprendizaje de las distintas asignaturas», seguida por las competencias de «establecer relaciones entre teoría y práctica», «desarrollar el pensamiento reflexivo» y «aprender de forma autónoma». CONCLUSIONES: En función de los buenos resultados académicos obtenidos y el elevado grado de satisfacción de los estudiantes y docentes, consideramos necesario seguir trabajando en esta línea en años futuros, ya que este tipo de enseñanza favorece un currículo integrado, así como mejores resultados de aprendizaje
OBJECTIVE: Analyse academic results and explore satisfaction of students and professors from the experience of integration of two subjects in second year of Degree in Nursing. METHOD: Teaching innovation project carried out for four courses on the population of students of 2nd year of Degree in Nursing, subjects enrolled in Adult Nursing II and Geriatric Nursing. For this purpose, a common teaching practice was designed between the two subjects, from competencies, learning outcomes and shared contents. The methodology used was the collaborative work applied to the resolution of a case. RESULTS: 668 students participated in the experience, regarding the overall academic performance, 51.5% students scored remarkable, 35.6% outstanding, 11.5% approved and 1.4% suspense. Regarding satisfaction results from the questionnaires administered to students, they expressed satisfaction with the high level of competence achieved, mainly emphasizing Integrate competences learning of different subjects. Followed by skills practice linking theory, develop reflective thinking and learn autonomously. CONCLUSIONS: Depending on the good academic results obtained and the high degree of satisfaction of students and teachers we will work in this direction in future years because this type of education favors an integrated curriculum and better learning outcomes
