PDF(Pubmed)
Abstract：
BACKGROUND: Case analysis is a dynamic and interactive teaching and learning strategy that improves critical thinking and problem-solving skills. However, there is limited evidence about its efficacy as an assessment strategy in nursing education.
OBJECTIVE: This study aimed to explore nursing students\' perceived efficacy of case analysis as an assessment method for clinical competencies in nursing education.
METHODS: This study used a mixed methods design. Students filled out a 13-item study-advised questionnaire, and qualitative data from the four focus groups was collected. The setting of the study was the College of Nursing at Sultan Qaboos University, Oman. Descriptive and independent t-test analysis was used for the quantitative data, and the framework analysis method was used for the qualitative data.
RESULTS: The descriptive analysis of 67 participants showed that the mean value of the perceived efficacy of case analysis as an assessment method was 3.20 (SD = 0.53), demonstrating an 80% agreement rate. Further analysis indicated that 78.5% of the students concurred with the acceptability of case analysis as an assessment method (mean = 3.14, SD = 0.58), and 80.3% assented its association with clinical competencies as reflected by knowledge and cognitive skills (m = 3.21, SD = 0.60). No significant difference in the perceived efficacy between students with lower and higher GPAs (t [61] = 0.05, p > 0.05) was identified Three qualitative findings were discerned: case analysis is a preferred assessment method for students when compared to MCQs, case analysis assesses students\' knowledge, and case analysis assesses students\' cognitive skills.
CONCLUSIONS: This study adds a potential for the case analysis to be acceptable and relevant to the clinical competencies when used as an assessment method. Future research is needed to validate the effectiveness of case analysis exams in other nursing clinical courses and examine their effects on academic and clinical performance.
OBJECTIVE: This study aimed to explore nursing students\' perceived efficacy of case analysis as an assessment method for clinical competencies in nursing education.
METHODS: This study used a mixed methods design. Students filled out a 13-item study-advised questionnaire, and qualitative data from the four focus groups was collected. The setting of the study was the College of Nursing at Sultan Qaboos University, Oman. Descriptive and independent t-test analysis was used for the quantitative data, and the framework analysis method was used for the qualitative data.
RESULTS: The descriptive analysis of 67 participants showed that the mean value of the perceived efficacy of case analysis as an assessment method was 3.20 (SD = 0.53), demonstrating an 80% agreement rate. Further analysis indicated that 78.5% of the students concurred with the acceptability of case analysis as an assessment method (mean = 3.14, SD = 0.58), and 80.3% assented its association with clinical competencies as reflected by knowledge and cognitive skills (m = 3.21, SD = 0.60). No significant difference in the perceived efficacy between students with lower and higher GPAs (t [61] = 0.05, p > 0.05) was identified Three qualitative findings were discerned: case analysis is a preferred assessment method for students when compared to MCQs, case analysis assesses students\' knowledge, and case analysis assesses students\' cognitive skills.
CONCLUSIONS: This study adds a potential for the case analysis to be acceptable and relevant to the clinical competencies when used as an assessment method. Future research is needed to validate the effectiveness of case analysis exams in other nursing clinical courses and examine their effects on academic and clinical performance.
摘要：
背景：案例分析是一种动态，互动的教学和学习策略，可提高批判性思维和解决问题的能力。然而,关于其作为护理教育评估策略的有效性的证据有限.
目的：本研究旨在探讨案例分析作为护理教育临床能力评估方法的护生感知效能。
方法：本研究采用混合方法设计。学生填写了一份13项研究建议问卷，收集来自四个焦点组的定性数据.这项研究的背景是苏丹卡布斯大学护理学院，阿曼。定量数据采用描述性和独立t检验分析，定性数据采用框架分析方法。
结果：对67名参与者的描述性分析表明，作为评估方法的案例分析的感知效能的平均值为3.20（SD=0.53），显示80%的协议率。进一步分析表明，78.5%的学生同意案例分析作为评估方法的可接受性(平均值=3.14，SD=0.58)，80.3％的人同意其与知识和认知技能反映的临床能力相关（m=3.21，SD=0.60）。具有较低和较高GPA的学生之间的感知效能没有显着差异（t[61]=0.05，p>0.05）被识别出三个定性发现：与MCQ相比，案例分析是学生的首选评估方法，案例分析评估学生的知识，案例分析评估学生的认知技能。
结论：本研究增加了病例分析作为一种评估方法可接受且与临床能力相关的可能性。需要未来的研究来验证其他护理临床课程中病例分析考试的有效性，并检查其对学术和临床表现的影响。
目的：本研究旨在探讨案例分析作为护理教育临床能力评估方法的护生感知效能。
方法：本研究采用混合方法设计。学生填写了一份13项研究建议问卷，收集来自四个焦点组的定性数据.这项研究的背景是苏丹卡布斯大学护理学院，阿曼。定量数据采用描述性和独立t检验分析，定性数据采用框架分析方法。
结果：对67名参与者的描述性分析表明，作为评估方法的案例分析的感知效能的平均值为3.20（SD=0.53），显示80%的协议率。进一步分析表明，78.5%的学生同意案例分析作为评估方法的可接受性(平均值=3.14，SD=0.58)，80.3％的人同意其与知识和认知技能反映的临床能力相关（m=3.21，SD=0.60）。具有较低和较高GPA的学生之间的感知效能没有显着差异（t[61]=0.05，p>0.05）被识别出三个定性发现：与MCQ相比，案例分析是学生的首选评估方法，案例分析评估学生的知识，案例分析评估学生的认知技能。
结论：本研究增加了病例分析作为一种评估方法可接受且与临床能力相关的可能性。需要未来的研究来验证其他护理临床课程中病例分析考试的有效性，并检查其对学术和临床表现的影响。
