PDF(Pubmed)
Abstract：
Nursing students\' integration of theoretical knowledge and practical abilities is facilitated by their practice of nursing skills in a clinical environment. A key role of preceptors is to assess the learning goals that nursing students must meet while participating in clinical practice. Consequently, the purpose of this study was to explore the current evidence in relation to competency assessment and assessment approaches, and the willingness of preceptors for assessing nursing students\' competency in a clinical setting. The scoping review used the five-stage methodological framework that was developed by Arksey and O\'Malley, as well as the Preferred Reporting Items for Systematic Reviews and Meta-Analyses Extension for Scoping Reviews. Relevant studies were searched by applying a comprehensive literature search strategy up to April 2024 across the following databases: CINAHL, OVID MEDLINE, EMBASE, and PUBMED. A total of 11,297 studies published between 2000 and April 2024 were revealed, and 38 were eligible for inclusion, which the research team categorised into three main themes: definitions of competence, tools for assessing competence and preceptors\' and mentors\' viewpoints in relation to the assessment of nursing students\' competence. This review established that there are a multitude of quantitative instruments available to assess clinical competence; however, a lack of consistency among assessment instruments and approaches between countries and higher education institutions is prevalent. Existing research evidence suggests that the preceptors carried out the assessment process clinically and they found difficulties in documenting assessment. The assessing of nursing students\' competency and the complexity of assessment is a concern for educators and mentors worldwide. The main concern centers around issues such as the interpretation of competence and complex measurement tools.
摘要：
护理学生在临床环境中的护理技能实践促进了理论知识和实践能力的整合。受体的关键作用是评估护生在参与临床实践时必须达到的学习目标。因此,这项研究的目的是探索与能力评估和评估方法有关的当前证据，以及导师在临床环境中评估护理专业学生能力的意愿。范围审查使用了由Arksey和O\'Malley开发的五阶段方法框架，以及系统审查的首选报告项目和范围审查的荟萃分析扩展。通过在以下数据库中应用截至2024年4月的综合文献检索策略来检索相关研究：CINAHL，OVIDMEDLINE,EMBASE,和pubmed。2000年至2024年4月期间共发表了11,297项研究，38人符合入选条件，研究小组将其分为三个主要主题：能力的定义，评估能力的工具以及与护理专业学生能力评估相关的导师和导师观点。这篇综述表明，有许多定量工具可用于评估临床能力；然而，各国和高等教育机构之间的评估工具和方法缺乏一致性是普遍存在的。现有的研究证据表明，受体在临床上进行了评估过程，他们发现了记录评估的困难。护理专业学生的能力评估和评估的复杂性是全世界教育工作者和导师关注的问题。主要关注的问题集中在诸如能力的解释和复杂的测量工具。
