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Peer Assessments While Learning Nursing Practice Skills

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Peer Assessments While
Learning Nursing Practice
Skills
Lam Nguyen Thi Hong
Advisor: Frances R. Vlasses Ph.D
The Journal queried: Vietnamese Nurses
association

Introduction
 The Goal of University Education: Learners
become dynamic, autonomous, and collaborative
 Problems:
 Students
• Don’t know clearly the criteria and or
recognize important steps of each nursing
skill
• Aren’t dynamic in learning
 Teachers felt overloaded on assessment since
there are too many students in a class

Introduction
 Peer Assessments (PA):
• Students consider the level, value, worth, and
quality of the learning outcomes of other
students who have similar levels (Topping et al.
2000).

 PA’s significance for Nursing Practice:
• PA a new perspective to traditional assessment
• Ensure safes, quality care, and collaboration
between colleagues

Evidence of PA
 Promotes learners to develope
• Enthusiasm, oral communicative ability
• Individual contributions to group projects
• Professional behaviors, creativity, capacity
• Evidence-based practice skills
 Helps learners to recognize their strengths and
weaknesses
 Provides evidence to support the self regulation
theory of learning (SRTL)
(Rush et al., 2012; Speyer et al., 2011; Adema et al., 2007; Qu & Yang, 2010; Boehm &
Bonnel., 2011; Casey et al., 2011)

A Pilot Project: Applying PA
in Nursing Skills Course
 I provided guidance on PA for nursing teachers.
 Nursing teachers & I designed PA criteria.
 Nursing teachers applied principles of PA into
teaching.

Lamdong Medical
College, Dalat City,
Vietnam

Methodology
• Participants: 90
students, 7 nursing
teachers
• Pre/Post student
satisfaction survey
• Post nursing teacher
interview

Results: Satisfaction
Students
Teachers
 Felt active &
 Concluded students
become more active,
remember skill
enthusiastic, confident &
better (100%)
responsible (all 7
 Felt interested&
teachers)
confident (88%)
 Expressed that grading
 Want PA will be
time was reduced (5 of 7)
used further for next
skill courses (97%)  Agreed to apply PA for
the next skill courses (all
7)

Results: Dissatisfaction
Students
 PA results were
affected by their
peers’ hatred or bias
(41%)
 Assessment criteria
was not be clear for
students can
understand (11%)

Teachers
 Time required to:
• Teach studentshow to use PA
• Design PA criteria
• Manage PA
process of students
(2 of 7 teachers)

Recommendations
• Design, explain clearly the assessment criteria
(AC)
• Give enough time for students can...
Peer Assessments While
Learning Nursing Practice
Skills
Lam Nguyen Thi Hong
Advisor: Frances R. Vlasses Ph.D
The Journal queried: Vietnamese Nurses
association
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