ORC ID , Ali Arab Ahmadi2 ORC ID , Hassan Jahani2, Fatemeh Mohalli3, Masood Rahimi3, Fateme Jafari4">
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ORIGINAL ARTICLE
Year : 2020  |  Volume : 7  |  Issue : 4  |  Page : 233-240

The effect of portfolio training and clinical evaluation method on the clinical competence of nursing students


1 Department of Midwifery, Qaen School of Nursing and Midwifery, Birjand University of Medical Sciences, Birjand, Iran
2 Department of Public Health, Qaen School of Nursing and Midwifery, Birjand University of Medical Sciences, Birjand, Iran
3 Department of Nursing, Qaen School of Nursing and Midwifery, Birjand University of Medical Sciences, Birjand, Iran
4 Midwifery, Mazandaran University of Medical Sciences, Mazandaran, Iran

Correspondence Address:
Mr. Ali Arab Ahmadi
Department of Public Health, Qaen School of Nursing and Midwifery, Birjand University of Medical Sciences, Birjand
Iran
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Source of Support: None, Conflict of Interest: None


DOI: 10.4103/JNMS.JNMS_2_20

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Context: Nowadays, nurses in addition to acquiring knowledge should have sufficient clinical skills. One of the methods that have recently been taken into consideration in nursing students' clinical education is the method of portfolio. Aims: The purpose of this study was to affect the portfolio training and clinical evaluation method on the clinical competence of nursing students. Settings and Design: This semi-experimental study was carried out at the Faculty of Nursing and Midwifery of Qaen. Material and Methods: The research population was all senior nursing students who were randomly divided into control groups and intervention to available sampling method. Education and clinical evaluation in the field of clinical competency in the internal and surgical departments were conducted in the intervention group of students with portfolio method and in the control group of students with conventional method from the viewpoint of professors and students. Statistical Analysis Used: The data were analyzed by SPSS 24 and paired and independent t-test. Results: According to the students' viewpoint in all aspects of clinical competence (except individual management) and clinical competency, the portfolio group had a higher mean, but there was no significant difference between the two groups (P > 0.05). However, according to the professor's view, there was a significant difference between the two groups in all aspects of clinical competency and total clinical competency. Conclusions: Portfolio training and clinical evaluation can improve students' clinical competence. Therefore method can be used to create either motivation or interest to participate in learning and improve the level of clinical competence. Therefore, those interested and those in charge of educational affairs can benefit from this new educational method for the purpose of training and clinical evaluation of trainee students in the field.


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