Enhancement of the technical and non-technical skills of nurse anesthesia students using the Anesthetic List Management Assessment Tool in Iran: a quasi-experimental study
0
조회
0
다운로드
0
인용
0
참고문헌
키워드
초록
Purpose This study investigated the effect of evaluations based on the Anesthetic List Management Assessment Tool (ALMAT) form on improving the technical and non-technical skills of final-year nurse anesthesia students at Ahvaz Jundishapur University of Medical Sciences (AJUMS). Methods This was a semi-experimental study with a pre-test and post-test design. It included 45 final-year nurse anesthesia students of AJUMS and lasted for 3 months. The technical and non-technical skills of the intervention group were assessed at 4 university hospitals using formative-feedback evaluation based on the ALMAT form, from induction of anesthesia until reaching mastery and independence. Finally, the students’ degree of improvement in technical and non-technical skills was compared between the intervention and control groups. Statistical tests (the independent t-test, paired t-test, and Mann-Whitney test) were used to analyze the data. Results The rate of improvement in post-test scores of technical skills was significantly higher in the intervention group than in the control group (P˂0.0001). Similarly, the students in the intervention group received significantly higher post-test scores for non-technical skills than the students in the control group (P˂0.0001). Conclusion The findings of this study showed that the use of ALMAT as a formative-feedback evaluation method to evaluate technical and non-technical skills had a significant effect on improving these skills and was effective in helping students learn and reach mastery and independence.
Abstract
Purpose This study investigated the effect of evaluations based on the Anesthetic List Management Assessment Tool (ALMAT) form on improving the technical and non-technical skills of final-year nurse anesthesia students at Ahvaz Jundishapur University of Medical Sciences (AJUMS). Methods This was a semi-experimental study with a pre-test and post-test design. It included 45 final-year nurse anesthesia students of AJUMS and lasted for 3 months. The technical and non-technical skills of the intervention group were assessed at 4 university hospitals using formative-feedback evaluation based on the ALMAT form, from induction of anesthesia until reaching mastery and independence. Finally, the students’ degree of improvement in technical and non-technical skills was compared between the intervention and control groups. Statistical tests (the independent t-test, paired t-test, and Mann-Whitney test) were used to analyze the data. Results The rate of improvement in post-test scores of technical skills was significantly higher in the intervention group than in the control group (P˂0.0001). Similarly, the students in the intervention group received significantly higher post-test scores for non-technical skills than the students in the control group (P˂0.0001). Conclusion The findings of this study showed that the use of ALMAT as a formative-feedback evaluation method to evaluate technical and non-technical skills had a significant effect on improving these skills and was effective in helping students learn and reach mastery and independence.
참고문헌 (15)
- Immonen K, "Assessment of nursing students’ competence in clinical practice : a systematic review of reviews", Int J Nurs Stud, 100, pp.103414~ (2019)[DOI]
- Bari V, "Updating teaching and learning methodologies in radiology", J Coll Physicians Surg Pak, 24, pp.519~522 (2014)
- Khalafi A, "Scenario-based simulation and debriefing sessions can potentially improve non-technical skills in nurse anesthetist students of Iran; a quasi-experimental study", Int J Afr Nurs Sci, 17, pp.100495~ (2022)[DOI]
- Harris M, "Complications of general anesthesia", Clin Plast Surg, 40, pp.503~513 (2013)[DOI]
- Burgess A, "Feedback and assessment for clinical placements : achieving the right balance", Adv Med Educ Pract, 6, pp.373~381 (2015)[DOI]
- Khalili Z, "Comparison of two formative evaluation methods on satisfaction and learning of clinical skills in nursing students", J Nurs Educ, 10, pp.42~52 (2021)
- Hasnkhani H, "Assessing self-efficacy in clinical competence among nursing students", Educ Dev Judishapur, 6, pp.107~114 (2015)
- Hagemann V, "Does teaching non-technical skills to medical students improve those skills and simulated patient outcome", Int J Med Educ, 8, pp.101~113 (2017)[DOI]
- Ali Khalafi, "Improvement of the clinical skills of nurse anesthesia students using mini-clinical evaluation exercises in Iran: a randomized controlled study", Journal of Educational Evaluation for Health Professions, 20, pp.12~ (2023), 한국보건의료인국가시험원
- Royal College of Anaesthetists, "Curriculum for a CCT in anaesthetics", Royal College of Anaesthetists, ~ (2010)
- "2021 Curriculum assessment guidance: v1.4" (2022)[URL]
- Flin R, "Anaesthetists’ non-technical skills", Br J Anaesth, 105, pp.38~44 (2010)[DOI]
- Jirativanont T, "Validity evidence of non-technical skills assessment instruments in simulated anaesthesia crisis management", Anaesth Intensive Care, 45, pp.469~475 (2017)[DOI]
- Kurdi MS, "Evaluation of mini-clinical evaluation exercise(mini-CEX)as a method for assessing clinical skills in anaesthesia postgraduate education", Indian J Anaesth, 65, pp.248~252 (2021)[DOI]
- McKenzie S, "Interns reflect : the effect of formative assessment with feedback during pre-internship", Adv Med Educ Pract, 8, pp.51~56 (2017)[DOI]