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한미현 ( Han Mi-Hyun ) - 혜전대학 간호과
박석건 ( Park Seok-Gun ) - 단국대학교 의과대학
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Abstract
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Purpose:The self-assessment ability of students is important in acquiring clinical skills. The study explored the self-assessment behavior of nursing students after OSCE (Objective Structured Clinical Examination).
Methods:The participants were 90 nursing students. They assessed their performance just after an OSCE (assessment 1). They were given OSCE checklists and re-assessed their performance level (assessment 2). Assessments 1, 2, and an assessment by professor were compared and analyzed.
Results:Students assessed themselves higher than professor. But, when students were divided into three groups according to score level, different behaviors were evident between the groups. The high-score group assessed themselves lower than the professor, while the mid-and low-score groups assessed themselves higher than the professor. Students’ self-assessment more closely approximated the professor’s assessment when they were given checklists. The correlation between assessments 1 and 2 was stronger in high-score group and weak in low-score group.
Conclusion:The study results indicate that students tend to assess their skills higher than the professor, but their scores were more in line with the professor when they were provided with checklists, and students’ self-assessment behavior differed in the different score groups, suggesting a need for customized feedback and a concern for students with low scores.
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KeyWords
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자기평가, 임상수행능력, 간호, 학생
Self-Assessment, Clinical Competence, Students, Nursing
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원문 및 링크아웃 정보
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등재저널 정보
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