일개 간호대학에서 4년간 실시한 임상수행력평가
Clinical Performance Examination for Nursing Students: 2006-2009
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초록
본 연구는 4년 동안 일 개 대학에서 실시한 CPX 형태를 소개하고, 다양하게 개발된 임상수행력평가의 과목 별 시나리오 주제와 이에 활용된 표준화 환자 역할을 종합하고 평가에 활용된 채점표의 도구로서 타당성 및 평가내용의 다양성 측면을 분석하며, 임상수행력 평가에 대한 학생 평가를 확인하고자 하였다. 4년 동안 총 23개 시나리오 주제가 개발되었고, 채점표는 내적일치도와 관찰자간 일치도면에서 우수하였다. 간호분야 중 수행과 환자교육에 대해 술기와 의사소통술 차원의 평가가 주로 이루졌으며, 임상수행력평가 전과 후에 스스로 평가한 수행력점수간에 상관성을 보이지 않았고, 임상수행력평가에 대한 학생만족도는 높은 것으로 나타났다. 결론적으로 4년 동안 실시된 CPX는 졸업직전의 학생의 임상수행력을 평가하고 점검하기에 적절하였다고 생각되며, 채점표의 신뢰도를 좀 더 높일 수 있는 방법, 임상수행력평가 전·후 학생의 자가평가와 교수자에 의해 관찰된 수행력 점수간의 상관성 및 임상수행력평가에 참여한 졸업생들의 고용주 만족도 등에 대한 추후 보완 연구가 필요하다고 생각된다.
Abstract
Purpose: The aim of this study was to share the experience of clinical performance examinations (CPXs) using standardized patients, which was to test comprehensive clinical competence of fourth-year nursing students for four years. Methods: The assessment strategies for CPXs were developed. It included clinical scenarios, the roles of standardized patients, and appraisal criteria in the areas of fundamental and comprehensive nursing care. The CPXs were implemented to about 60-70 fourth-year nursing students of C University in G-city, South Korea, during every second semester from the year of 2006 to 2009. Results: The effects of CPXs were measured by 10 or 25-item rating checklist. Internal reliability of the checklists was distributed from .511 to .956 and interrater agreement between faculties and standardized patients was moderate (r=.250-.949). Students’ satisfaction level was 4.27 out of 5 points for four years. Conclusion: The use of CPXs was an innovative educational strategy to evaluate nursing students’ comprehensive performance ability including knowledge, skills and attitude. Further studies are needed to evaluate the levels of critical thinking and problem solving skills of clinical nurses who were taken CPXs as well as employers’ satisfaction.
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