تبیین تجارب دانشجویان پرستاری دانشکده علوم پزشکی مراغه از ارزشیابی صلاحیت حرفه¬ای به روش OSCE
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علی زاده، مائده
Alizadeh, Maedeh
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دانشگاه علوم پزشکی تبریز دانشکده پزشکی، گروه آموزش پزشکی
Tabriz University of Medical Sciences Department of Medical Education
Tabriz University of Medical Sciences Department of Medical Education
Abstract
مقدمه: آموزش بالینی بخش مهمی از آموزش پزشکی بوده و توجه به ارزشیابی بالینی و سنجش مهارت¬، شایستگی¬ و توانمندی دانشجویان از اهمیت ویژه¬ای برخوردار است. با توجه به اهمیت سلامت و ماهیت پیچیده¬ی پرستاری، بایستی پرستاران با صلاحیت وارد عرصه کار شوند. یکی از روش¬های ارزشیابی صلاحیت حرفه¬ای OSCE می¬باشد، اما تجربیات دانشجویان در مورد ارزشیابی مهارت¬های بالینی به روش آسکی متفاوت می¬باشد.
هدف: این پژوهش با هدف" تبیین تجارب دانشجویان پرستاری دانشکده علوم پزشکی مراغه از ارزشیابی صلاحیت حرفه¬ای به روش OSCE " انجام شد.
مواد و روش¬ها: این مطالعه با رویکرد تحقیق کیفی و روش تحلیل محتوا انجام گرفت. مشارکت¬کنندگان 12 دانشجوی کارشناسی پرستاری و یک نفر سرپرست مرکز مهارت¬های بالینی و دو نفر از ارزیابان آزمون آسکی بودند که براساس نمونه¬گیری مبتنی بر هدف انتخاب شدند. داده¬ها با مصاحبه¬های نیمه¬ساختاریافته انفرادی جمع¬آوری شد و ضبط و دستنویس گردید و با استفاده از روش تحلیل محتوا به روش پیشنهادی گرانهایم و لاندمن مورد تجزیه و تحلیل قرارگرفت.
یافته¬ها: از تحلیل مصاحبه¬ها 387 کد اولیه استخراج شد. بعد از ادغام، 16زیرطبقه و 4 طبقه و 2 تم اصلی حاصل گردید. که تم اصلی "پذیرندگی و بهبودطلبی" شامل 2 طبقه¬ "ماهیت آزمون تجربه شده" و"چالش¬های کیفیت آزمون" و تم اصلی" اعتبار و ثبات" شامل 2 طبقه¬ "دقت آزمون در سنجش
شایستگی" و " عدم تکرارپذیری آزمون" می¬باشند.
نتیجه¬گیری: مشارکت¬کنندگان آزمون آسکی را فرصتی برای بازاندیشی دانستند و دستاوردهای مثبتی از جمله ایجاد انگیزه برای مطالعه، شناسایی نیازهای آموزشی جدید، مرتفع نمودن نقاط ضعف ذکر نمودند. همچنین آزمون را به عنوان یک ابزار ارزشیابی پذیرفته اما معتقد هستند که نقاط ضعف این آزمون باید بهبود یابد. بهبودی در طراحی، اجرا و ارزشیابی آزمون می¬تواند اعتبار و ثبات را ارتقاء ¬بخشد.
Introduction: Clinical education is an important part of medical education, and attention to clinical evaluation and assessment of students' skills, competence, and capabilities is significant. Given the importance of health and the complex nature of nursing, nurses must enter the practice with competence. One of the methods of evaluating professional competence is OSCE. However, students' experiences with clinical skills evaluation via the OSCE method are different. Objective: This study aimed to "explain the experiences of nursing students at Maragheh School of Medical Sciences regarding professional competency evaluation using the OSCE method". Materials and Methods: This study was conducted via a qualitative research approach and a conventional content analysis method. The participants were 12 undergraduate nursing students, one clinical skills supervisor, and two OSCE evaluators who were selected based on purposive sampling. Data were collected using individual semi-structured interviews and analyzed via a conventional qualitative content analysis method proposed by Granheim and Landman. Results: 387 initial codes were extracted from the analysis of the interviews. After merging, 16 subcategories, 4 categories, and 2 main themes were obtained. The main theme of "acceptibility and improvability" includes 2 categories: "nature of the experienced test", and "challenges to test quality", and the main theme of "credibility and stability" includes 2 categories "exam’s accuracy in measuring competence" and "repeatability of the test". Conclusion: Participants considered the OSCE an opportunity for reflection and mentioned positive achievements such as creating motivation for study, identifying new educational needs, and addressing weaknesses. They also accepted the test as an assessment tool, but believed that the weaknesses of this method should be improved. Improvements in the design, implementation, and evaluation of the test could enhance validity and consistency.
Introduction: Clinical education is an important part of medical education, and attention to clinical evaluation and assessment of students' skills, competence, and capabilities is significant. Given the importance of health and the complex nature of nursing, nurses must enter the practice with competence. One of the methods of evaluating professional competence is OSCE. However, students' experiences with clinical skills evaluation via the OSCE method are different. Objective: This study aimed to "explain the experiences of nursing students at Maragheh School of Medical Sciences regarding professional competency evaluation using the OSCE method". Materials and Methods: This study was conducted via a qualitative research approach and a conventional content analysis method. The participants were 12 undergraduate nursing students, one clinical skills supervisor, and two OSCE evaluators who were selected based on purposive sampling. Data were collected using individual semi-structured interviews and analyzed via a conventional qualitative content analysis method proposed by Granheim and Landman. Results: 387 initial codes were extracted from the analysis of the interviews. After merging, 16 subcategories, 4 categories, and 2 main themes were obtained. The main theme of "acceptibility and improvability" includes 2 categories: "nature of the experienced test", and "challenges to test quality", and the main theme of "credibility and stability" includes 2 categories "exam’s accuracy in measuring competence" and "repeatability of the test". Conclusion: Participants considered the OSCE an opportunity for reflection and mentioned positive achievements such as creating motivation for study, identifying new educational needs, and addressing weaknesses. They also accepted the test as an assessment tool, but believed that the weaknesses of this method should be improved. Improvements in the design, implementation, and evaluation of the test could enhance validity and consistency.