Abstract
This article was migrated. The article was not marked as recommended. Introduction: It is important for nurse educators to evaluate the teaching performance of nurse preceptors related to these workplace-based assessment tools. The objective structured teaching evaluation was developed to evaluate teaching performance. However, limited attention has been given to the relationship between the use of these workplace-based assessment tools and previous OSTE training. Hence, this study is to investigate the relationship between the teaching behaviors of nurse preceptors and previous objective structured teaching evaluation (OSTE) training. Methods: This cross-sectional study recruited 42 N3-level nurse preceptors who had completed previous OSTE training at a medical teaching hospital in central Taiwan. Demographics, teaching behaviors, and OSTE-related variables of the participants were assessed using a questionnaire. Results: For assessment tools, 90.6% of the nurse preceptors used direct observations of procedural skills (DOPS), 59.4% used mini-clinical evaluation exercises (mini-CEX), and 40.6% used case-based discussions (CBD). The sandwich feedback technique was used for clinical teaching evaluations. Shown out of the passing score, the mean scores of the nurse preceptors for each OSTE station were 82.9/66.8 for DOPS, 71.0/73.3 for mini-CEX, and 69.4/71.5 points for CBD. The use of all three assessment tools was correlated with use of the sandwich feedback technique (r = 0.94-1, p < 0.01). The OSTE scores were not correlated with teaching behaviors (r = −0.06-0.25, p > 0.01). Conclusions: Nurse preceptors exhibited good teaching behaviors, using workplace-based assessment tools and the sandwich feedback technique. Clinical teaching behaviors may be more dependent on hospital teaching policies than on previous OSTE training scores.
Highlights
It is important for nurse educators to evaluate the teaching performance of nurse preceptors related to these workplace-based assessment tools
The objective structured teaching evaluation (OSTE) scores were not correlated with teaching behaviors (r = −0.06–0.25, p > 0.01)
Clinical teaching behaviors may be more dependent on hospital teaching policies than on previous OSTE training scores
Summary
It is important for nurse educators to evaluate the teaching performance of nurse preceptors related to these workplace-based assessment tools. To be effective in their teaching role, nurse preceptors need to possess knowledge and practical skills, as well as training skills This involves knowing how to implement curriculum designs, teaching assessment skills, and feedback techniques (Condrey, 2015; Joint Commission of Taiwan, 2018; Lee et al, 2017; Shinners and Franqueiro, 2015). In Taiwan, nurse preceptors often use workplace-based assessment tools to assess the performance of novice nurses in clinical teaching. These workplace-based assessment tools used are often the direct observation of procedural skills (DOPS), mini-clinical evaluation exercises (mini-CEX), and case-based discussions (CBD) (Joint Commission of Taiwan, 2018; Swanwick and Chana, 2009). The CBD was adapted from the "chart-stimulated recall" used in North America for the education of medical and allied healthcare professionals to assess competencies in clinical judgement, clinical management, and reflective practice (Awad et al, 2014)
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