EFFECT OF CLINICAL EVALUATION WITH PORTFOLIO ON CRITICAL THINKING SKILLS OF NURSING STUDENTS

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LATIFI MAHMOUD; SHABAN MARZIEH; NIKBAKHT NASRABADI ALI REZA; MEHRAN ABAS; PARSA YEKTA ZOHREH

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Journal: Iranian Journal of Medical Education Year:2011 | Volume:11 | Issue:4 (33) Page(s): 368-381

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Title

EFFECT OF CLINICAL EVALUATION WITH PORTFOLIO ON CRITICAL THINKING SKILLS OF NURSING STUDENTS

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Keywords

CLINICAL EVALUATIONQ2

PORTFOLIOQ2

CRITICAL THINKINGQ2

NURSING STUDENTQ2

Abstract

Introduction: CRITICAL THINKING is an essential part of nursing care, and developing CRITICAL THINKING skills in nursing education is a priority. So, this research is to assess the effect of CLINICAL EVALUATION with PORTFOLIO method on CRITICAL THINKING skills of NURSING STUDENTs.Methods: Fifth semester NURSING STUDENTs of Nursing and Midwifery school in Tehran University of Medical Sciences midwifery participated in this quasi experimental research. These students were divided into two groups of CLINICAL EVALUATION through PORTFOLIO and routine methods. Both groups filled the Watson-Glaser CRITICAL THINKING Appraisal Questionnaire at the beginning and end of internship period. Data were analyzed by Fisher, Mann whitney, Wilcoxon and spearman tests through SPSS.Results: Results showed that all aspects of CRITICAL THINKING skills had been improved in both groups. Statistically, skills promotion just in total score of the test (p=0.005), diagnosing presuppositions (p=0.002) and evaluation of reasons (p=0.015) in routine group were significant. Wilcoxon test results showed that total scores of CRITICAL THINKING before and after intervention for each student in routine group were significantly different (p=0.005). But, the total score of CRITICAL THINKING test in PORTFOLIO group showed no significant difference before and after intervention (p=0.303) .Although, total score of the test was more in PORTFOLIO group compared to routine group after intervention, Mann whitney test showed no significant difference (p=0.628).Conclusion: With regard to the findings, it can be concluded that although CRITICAL THINKING scores increased in both groups after intervention, promotion of CRITICAL THINKING was less in PORTFOLIO group compared to routine group. Since previous researches have shown PORTFOLIOs to improve CRITICAL THINKING, more researches are recommended to be conducted to evaluate their clinical function in nursing education.

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APA: Copy

LATIFI, MAHMOUD, SHABAN, MARZIEH, NIKBAKHT NASRABADI, ALI REZA, MEHRAN, ABAS, & PARSA YEKTA, ZOHREH. (2011). EFFECT OF CLINICAL EVALUATION WITH PORTFOLIO ON CRITICAL THINKING SKILLS OF NURSING STUDENTS. IRANIAN JOURNAL OF MEDICAL EDUCATION, 11(4 (33)), 368-381. SID. https://sid.ir/paper/59498/en

Vancouver: Copy

LATIFI MAHMOUD, SHABAN MARZIEH, NIKBAKHT NASRABADI ALI REZA, MEHRAN ABAS, PARSA YEKTA ZOHREH. EFFECT OF CLINICAL EVALUATION WITH PORTFOLIO ON CRITICAL THINKING SKILLS OF NURSING STUDENTS. IRANIAN JOURNAL OF MEDICAL EDUCATION[Internet]. 2011;11(4 (33)):368-381. Available from: https://sid.ir/paper/59498/en

IEEE: Copy

MAHMOUD LATIFI, MARZIEH SHABAN, ALI REZA NIKBAKHT NASRABADI, ABAS MEHRAN, and ZOHREH PARSA YEKTA, “EFFECT OF CLINICAL EVALUATION WITH PORTFOLIO ON CRITICAL THINKING SKILLS OF NURSING STUDENTS,” IRANIAN JOURNAL OF MEDICAL EDUCATION, vol. 11, no. 4 (33), pp. 368–381, 2011, [Online]. Available: https://sid.ir/paper/59498/en

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