The Development of a Competency-Based Group Health Teaching Performance Examination Model for BSN Graduates

• Published in: The Journal of Nursing Research 2008-12, Vol.16 (4), p.275-285
• Main Authors: 戴君倚(Chun-Yi Tai), 鍾聿琳(Ue-Lin Chung)
• Format: Article
• Language: English
• Subjects: CD-ROM; Clinical Competence - standards; Clinical performance examination clinical examination; Competency examination; Competency-Based Education - standards; Computer-Assisted Instruction; Education, Nursing, Baccalaureate - standards; Educational Measurement - methods; Educational Measurement - standards; Group health teaching; Group Processes; Health Services Research; Humans; MEDLINE; Models, Educational; Models, Nursing; Needs Assessment; Nurse's Role - psychology; Nursing; Nursing Education Research; Patient Education as Topic - standards; Patient Simulation; Pilot Projects; Program Development; Program Evaluation; Quasi-clinical situation model; Role Playing; SCIE; Scopus; SSCI; Taiwan; Teaching - standards; TSCI; TSSCI; 半模擬臨床情境模式; 團體健康教學; 能力鑑定; 臨床展現考試臨床考試
• ISSN: 1682-3141; 1948-965X
• DOI: 10.1097/01.JNR.0000387315.05139.e9

Under the current nursing education system in Taiwan, a fair and objective evaluation of group health teaching competency has been lacking for a long time. Therefore, the purpose of this study was to establish a competency-based group health teaching performance examination model for baccalaureate graduates. Action research was the main research methodology used in this study. The research consisted of two phases. In the first phase, a development committee was established. Based on routine discussions, literature reviews and realistic cases, a draft examination model with quasi-clinical situation model content and procedure was developed. Examination Facility Preparations, Simulated Scenarios and Client Recruitments, Examination Result Evaluation (evaluated by teachers) and Learning Guidelines were also prepared. This draft was reviewed twice for expert opinion, a pilot test was done and both the draft and pilot testing were reviewed again before the draft was finalized. The second phase involved refining the examination model by actually practicing the completed draft examination model in a simulated group-teaching setting in order to examine the modelʼs reliability and validity. Fifteen people were involved in this experimentthree nursing personnel each having at least two yearsʼ clinical and teaching experience; three nursing students who did not have actual clinical experience and had not taken the course of teaching principles; three senior teachers; and six virtual patients. The responses from the nursing personnel, nursing students, teachers, and virtual patients who participated in the testing were gathered and integrated to refine the model. The model has content, expert and discriminative validity. The reliability of the model was proven by the high consistency in administration and scoring of the model by clinical examiners. This examination model is not only applicable for the proof of studentsʼ credit point exemption, but also as an alternative option for examining nursing personnel in traditional nursing education and practice.