10.3928/02793695-20090201-02

Vollständiger Abstract

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<h4>Background</h4>Self-assessment and peer assessment in nursing education promotes students' metacognition, clinical judgment skills, and communication. However, minimal research has examined the relationship between self-assessment and peer assessment of clinical judgment.<h4>Method</h4>An explanatory sequential mixed-methods design examined the relationship between self-assessment and peer assessment in simulation among senior undergraduate nursing students (<i>N</i> = 32). Pearson correlation and linear regression assessed score consistency, while qualitative thematic analysis identified factors influencing quantitative results.<h4>Results</h4>A small, nonsignificant positive correlation was found between self-assessment and peer assessment scores. Three themes emerged from the qualitative data: uncertainty, accountability, and communication.<h4>Conclusion</h4>Findings indicated a modest alignment between self-assessment and peer assessment of clinical judgment, with uncertainty emerging as a barrier to assessments. Ongoing engagement with these strategies enhances familiarity with assessment processes and supports metacognition, accountability, and team communication, underscoring importance of their integration in nursing curriculum to promote practice readiness.

Abstract: PubMed · Datensatz