The impact of the evaluations made by Mini-CEX on the clinical competency of nursing students (original) (raw)
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The Impact of Evaluations Made by Mini-CEX on the Clinical Competency of Nursing Students
Research Square (Research Square), 2022
Clinical competency is de ned as one's capabilities in terms of knowledge, attitude and practice, and is a necessity for nursing practice. Evaluation is the inseparable part of the education process, without which the quality of education could not be measured. Considering the characteristics of clinical education and its impact on the clinical competency of students, as well as the importance of making precise evaluations of them using scienti c, modern and e cient approaches, this study aims to investigate the impact of the evaluation made using mini-CEX on the clinical competency of the nursing students of the School of Nursing and Midwifery Shahid Behesti University. Methods This is a quasi-experimental study with a control group conducted on students who were taking courses in nursing care for sick children. The students were classi ed into the intervention and control groups using complete enumeration. The evaluations were made using mini-CEX in the intervention group and the portfolio approach in the control group. The skills regarding mother and child training, serum therapy and pharmacotherapy were evaluated by checklists. The data was analyzed by SPSS 19 software using descriptive and analytical statistics including Chi-square test, Fisher's exact accuracy test, paired t-test, independent t-test and ANCOVA.
2013
This research was constructed with goal of descriptive and stable investigation for short-term clinical performance assessment test in nursing and among junior students. A total of 100 nursing students from Tehran nursing and midwifery college were chosen as sample that have passed training period in this field. According to scientific board members’ opinions of medical science universities located in Tehran, among main skills of nursing, 7 skills were chosen and their assessment checklists were provided. Apparent and content description, criterion description (correlation of average numbers for theoretical and nursing clinical courses in separation of short-term clinical performance assessment test number (Mini-CEX ), relation of any case with number of Mini-CEX), structure description (investigation of inside structure, correlation of number for student’s satisfaction with number of Mini-CEX), stability (through inside similarity investigation, stability among assessors) were inve...
INDONESIAN NURSING JOURNAL OF EDUCATION AND CLINIC (INJEC), 2018
Introduction: Mini-CEX (Mini Clinical Evaluation Exercise) is a method of evaluation to assess the clinical skills of students through direct observation and provide constructive feedback. The aim of this study was to evaluate the effectiveness of Mini-CEX towards clinical competency achievement in neurological examination of clinical practice nursing students at General Hospital Medan.Methods: The research design was quasi experiment with the post-test only with control group approach. The samples were 60 respondents who divided into two groups: 27 respondents in the control group, and 33 respondents in the intervention group. Samples were chosen using the total sampling method.This study used the Mini-CEX to evaluate competency of nursing students and firstly developed in Indonesian by Nursing Study Program in Muhammadiyah University of Yogyakarta. The data were analyzed by descriptive and Mann Whitney test.Results :The study showed that mean score of neurological examination com...
Background: Remarkable advances in educational measurement have proved need to the implementation of modern and appropriate methods of clinical evaluation. This study was carried out to compare the effect of applying direct observation procedural skills and routine evaluation method on clinical skills of nursing students. Methods: This randomized clinical trial was conducted on students of Nursing Army College, Tehran, Iran. After obtaining approval from the Ethics Committee of the Baqiyatallah University of Medical Sciences Research Deputy, all nursing students and instructors who agreed to participate in this study sign the informed consent. The participants were randomly assigned into intervention and control groups. After the teachers were trained and an inter-raters reliability test was conducted, evaluation was performed through DOPS in the intervention group while the control groups were evaluated through the routine method. Assessment checklists for two procedures (Intra venous catheterization and change dressing) were valid and reliable. Finally data were analyzed through descriptive and analytical statistics (Chi-square, t-test, Repeated Measure ANOVA) using SPSS version 16. Results: No significant difference was observed between the two groups in terms of demographic variables (P>0.05), but a significant difference was observed between intervention and control scores (P=0.000). In other words, application of DOPS has improved clinical skills of the students significantly. Conclusion: Using this new method improved the students' scores in clinical procedures implementation; therefore, we suggest that nursing colleges apply this evaluation method for clinical education.
The achievement of studentsclinical skills depended on learning and assessment methods. The limitations of direct observation and providing feedback on the clinical learning process was one of the reason why their clinical skill were lower than expected.The clinical skills assessment method applied all this time was observations tests withchecklists (OTC) performed as summative test. Application ofmini Clinical EvaluationExercise (mini-CEX) as a tooltoassess theclinical skillst wereformative, toimprove the clinical learning process. The advantage of mini CEX was the constructive feedback given at every end of session. The purpose of this study was to analyze the effect of the mini-CEX on clinical skills enhancement students of midwifery STIKES DIII Sukabumi. An experimental study was conducted among 69 midwifery students STIKES DIII Sukabumi.The study subjects were divided into the treatment group and the control group. The treatment group underwent mini-CEX and given feedback, while the control group underwent OTC. Both groups were assessed for history taking and physical examination skills in delivery room, post partum ward, obstetric emergency room and nursery. Based on Mann Whiney analysis, final score for history taking in delivery room and post partum ward were greater in the treatment group, consecutively 88.9 vs 82.4 p <0.001, 88.9 vs 80, p <0.012. Score changes of physical examination skills in delivery room, post partum ward, obstetric emergency room were 14.3 vs 0, p <0.001, and changes score in the nursery room was 16.6 vs 0, p <0.001 Mini CEX had positive influence onstudent's clinicalskills improvement. MiniCEXapplication should be encouraged for midwifery education inclinicalskill assessment.
2016
Background: To evaluate students' professional performance, it is important to choose a suitable evaluation system such Mini-Clinical Evaluation Exercise (Mini-CEX). This study was conducted to determine and compare the impact of Mini-CEX and conventional methods on anesthesiology students' clinical skills. Methods: In this quasi-experimental study, 34 anesthesiology interns at School of Paramedicine, Hamedan University of Medical Sciences were selected by census method in 2015. According to the opinions of the faculty members of Hamedan University of Medical Sciences, three procedures (patient reception and transfer to the surgery room, report writing, and patient education in recovery) were selected from among the main nursing procedures. The students were divided into two experimental and control groups by simple random sampling method. After training and measuring inter-rater reliability, assessment was done by Mini-CEX method using a researcher-made checklist in six rou...
Cureus, 2022
Background In clinical settings, direct observation (DO) with feedback is an effective method to assess and improve learner performance. One tool used for DO is the mini-clinical evaluation exercise (Mini-CEX). We conducted a study to assess the effectiveness and feasibility of Mini-CEX for medical students at Aga Khan University, Karachi. Methods Utilizing a purposive sampling technique, a total of 199 students in six core clerkships of Years 3 and 4 were selected for this study. Participating faculty underwent training workshops for use of Mini-CEX and feedback strategies. Each student was assessed twice by one faculty, using a modified version of the Mini-CEX, which assessed four domains of clinical skills: Data Gathering, Communication, Diagnosis/Differential, and Management Plan and Organization. Feedback was given after each encounter. Faculty and students also provided detailed feedback regarding the process of DO. Data were analyzed using Statistical Package for Social Sciences (SPSS) version 26 (IBM Corp., Armonk, NY, USA), with categorical variables arranged as frequencies and percentages. The Chi-squared test was used for further statistical analyses, and a P-value of < 0.05 was considered statistically significant. Effectiveness was assessed via a change in student performance between the first and second Mini-CEX, and feasibility was assessed via qualitative feedback. Results We obtained three sets of results: Mini-CEX forms (523), from which we included a total 350 evaluations for analysis, 216 from Year 3 and 134 from Year 4, and feedback on DO: student (70) and faculty (18). Year 3 students performed significantly better in all foci of the Mini-CEX between the first and second assessment (P ≤ 0.001), whereas in Year 4, significant improvement was limited to only two domains of the Mini-CEX [Communication of History/Physical Examination (P = 0.040) and Diagnosis/Differential and Management Plan (P < 0.001)]. Students (65.7%) and faculty (94.4%) felt this exercise improved their interaction. 83.3% faculty recommended its formal implementation compared to 27.1% of students, who reported challenges in implementation of the Mini-CEX such as time constraints, logistics, the subjectivity of assessment, and varying interest by faculty. Conclusion Direct observation using Mini-CEX is effective in improving the clinical and diagnostic skills of medical students and strengthens student-faculty interaction. While challenges exist in its implementation, the strategic placement of Mini-CEX may enhance its utility in measuring student competency.
Contemporary Nurse, 2019
Background: Evaluation of clinical skills in nursing students is of critical importance in professional education. However, unfortunately the quality of evaluation tools is poor. Objectives: To evaluate the effectiveness of Direct Observation of Procedural Skills (DOPS) and Mini Clinical Evaluation Exercise (Mini-CEX) on clinical skills of nursing students. Design: A single-blind randomized, parallel group, controlled quasi-experimental study with comparison group in a teaching hospital in Urmia, Iran (2016). Methods: This study was conducted among 108 senior nursing students. Participants were selected using a convenience sampling and randomly allocated into two groups. Mini-CEX and DOPS were utilized to evaluate the intervention group. The control group was evaluated based on routine evaluation methods. Data were analyzed by SPSS, using descriptive and inferential statistics. The CONSORT 2010 checklist was used to ensure quality reporting in this study. Results: An independent sample t-test showed that the mean of students' scores in all of the five procedures was significantly higher in the intervention group compared to control group. The highest difference was attributed to dressing change in the intervention group. Repeated measure ANOVA showed significant improvement in the students' scores on the tests assessing the skill of suctioning, dressing change, intravenous catheterization, patient education and writing a report. Bonferroni post hoc test showed that students obtained CONSORT 2010 checklist Page 2 significantly higher score at the third stage compared to the second and the first stage. Findings also indicates that students' scores for the procedures significantly raised through the first stage of DOPS and Mini-CEX to the third stage. Conclusions: Utilization of DOPS and Mini-CEX for evaluation of clinical skills in nursing students effectively enhance their learning ability. Implementing of such assessment methods lead to promoting clinical skills of nursing students which eventually help nurses to provide high quality, fundamental care for their patients.
Pakistan Journal of Health Sciences
Assessing clinical competence is crucial to medical education, ensuring that future nurses possess the necessary skills and knowledge to provide high-quality patient care. Two widely utilized assessment methods in this domain are the Clinical Integrated Map (CIM) and the Mini-Clinical Evaluation Exercise (Mini-CEX). Both approaches offer valuable insights into the clinical performance of health professionals. Objective: To assess the satisfaction level of the students between the Mini-CEX assessment versus the CIM assessment. Methods: A total of 12 BSN second-year semester-IV nursing students were enrolled in the project. The participants were randomly divided into two groups, with six students in each group. One group was assessed on the CIM tool, whereas the other group was assessed on the Mini CEX tool. The study was carried out at a private nursing college. Results: The age of the participants was between 18-25 years and most were between 18-20 years of age. Most of the particip...
International Journal of Contemporary Pediatrics
Background: Student’s assessment is a systemic process of determining the extent to which the student has achieved the desired competency. Mini–Clinical Evaluation Exercise (Mini-CEX) is an assessment tool applicable in broad range of settings. Very little data is available in Indian settings about Mini-CEX in undergraduate. This study has been undertaken to understand its role in formative assessment.Methods: In this interventional study 47 students and 7 faculty of pediatrics participated. Students were assessed for two encounters of Mini-CEX. Assessment was as per Mini-CEX rating form followed by feedback.Results: Mean score range for different competency of data gathering were 1.76 to 2.5 during first mini-CEX and 4.38 to 5.14 during second Mini-CEX. Difference was significant (Cohen’s d >0.8). More than 90% of students felt that Mini-CEX is better way to assess clinical skills and would like to be assessed by Mini-CEX. One to one interaction was most important advantage felt...