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J Nurs Acad Soc. 1992 Sep;22(3):407-415. Korean. Original Article. https://doi.org/10.4040/jnas.1992.22.3.407
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Abstract

The purpose of this study was to survey the use of a evaluation tools of clinical competency for nursing students. The sample consisted of the departments of nursing in 14 universities and 20 Junior college of nursing. Data analysis was done by frequency, percentage and factor analysis. The results of the study were as follows ; 1. A common measurement tools for evaluation in the clinical area was used by 74.4% of universities and Junior colleges of nursing. Only 0-4.5% of Junior colleges of nursing and 1.5-7.4% of universities used a evaluation tools developed according to their major. 2. Theoretically, 3% of those sampled applied the nursing process as an instrumental means of nursing practice. Bloom's theory was applied by 35.8% of the schools. Most of them used their own measurement tools for evaluation their students. 3. One half of them used quantitative scales, the other half used others. 4. Professional attitudes were included in their contents by 93.9% of universities and 94.1% of Junior colleges of nursing. The major areas of evaluation were knowledge skills, attitudes and interpersonal relationships in that order. Results ; From this study can be concluded that regardless of the number of academic years of nursing and professional area, common standard evaluation tools for nursing competency were found to be needed. Theoretically, an evaluation scheme which applies the nursing process should be required. Knowledge, skill attitude and interpersonal relationship would be essential elements to be evaluated. Maximizing the clinical competency and minimizing the conflict elements for nursing students is important. Nursing, education, students and environmental aspects must be consider in the goal of clinical education. A diagram, a checklist and a anecdote note in addition to the quantitative scale are necessary for efficient evaluation.

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