Differences between the evaluation of clinical training by clinical mentors and selfevaluation by the students of the Angela Boškin Faculty of Health Care
DOI:
https://doi.org/10.14528/snr.2019.53.1.312Keywords:
nursing interventions, professional behavior, communication, clinical practiceAbstract
Introduction: Clinical training of nursing students completes with evaluation and self-evaluation. The purpose of this study was to determine the differences between the evaluation of clinical training by clinical mentors and self-evaluation by nursing students of the first cycle nursing study program at the Angela Boškin Faculty of Health Care.
Methods: The research was based on a quantitative, non-experimental descriptive method. Data were collected with a written document analysis with a benchmark list of 122 evaluation and self-evaluation forms for clinical training in the 2015/2016 academic year. The obtained data were analysed using descriptive statistics, t-test for independent samples and one-factor variance analysis. For statistically significant data we took into account differences where the statistical significance was p ≤ 0.05.
Results: There is a statistically significant difference in evaluation/self-evaluation of nursing interventions (t = 5.519, p < 0.001). There is also a statistically significant difference in clinical behavior in clinical training (t = 3.68, p < 0.001). Students in the 3rd year (n = 41, = 19.6, s = 1.1) awarded themselves more points for communication than students of the 1st and 2nd years, although there are no statistically significant differences among the students of all the three study years (F = 2.907, p = 0.059).
Discussion and conclusion: Clinical mentors awarded nursing care interventions more points than nursing students did. There are differences in the scoring of professional behavior in clinical training. The study has identified the differences between evaluation and self-evaluation of clinical training at the Angela Boškin Faculty of Health Care.
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