فهرست نشریات علمی دسترسی آزاد ایران

BACKGROUND: Evaluating clinical performance is a challenge in nursing education. On the otherhand, a single evaluation method cannot be used to judge different areas of interpersonal skills.Therefore, this study was conducted to compare the evaluation of teachers’, peer, and self‑evaluationof nursing students in the psychiatric ward of Baharan Hospital affiliated to Zahedan University ofMedical Sciences.MATERIALS AND METHODS: In this analytical cross‑sectional study, forty trainee students wereselected by a census method in a time period and they were evaluated by three methods includingself‑, peer, and teachers’ evaluation. Their clinical skills were assessed using a school‑basedclinical evaluation questionnaire containing 15 questions in the areas of taking history, examinationof psychiatric health, and the ability to communicate with the patient. The analyses were performedby SPSS‑22 software.RESULTS: The mean and standard deviation of the evaluation scores of clinical teachers as wellas peer and self‑evaluation in the areas of taking patient’s history were 13.82 ± 2.74, 14.46 ± 2.68,and 15.75 ± 2.56, respectively. In addition, the outcomes in the areas of psychiatric examinationwere 8.11 ± 1.54, 9.25 ± 2.70, and 10.43 ± 2.65 and in the areas of clinical communication were8.93 ± 2.03, 9.04 ± 2.25, and 10.21 ± 1.98, respectively. There was a significant correlation betweenthe mean of teachers’ evaluation and self‑evaluation scores (P = 0.003) as well as comparing peerand self‑evaluation (P = 0.048). However, no significant correlation was observed between teachers’and peer evaluation (P = 0.062).CONCLUSION: Due to the difference in scores of different methods of evaluation, self‑ and peerevaluation can be used as a complementary method with teachers’ evaluation in measuring theclinical performance of clinical students.