Page 180 - Inovacije i izazovi u obrazovanju i sestrinskoj skrbi - KNJIGA SAŽETAKA
P. 180

INOVACIJE I IZAZOVI U OBRAZOVANJU I SESTRINSKOJ SKRBI - KNJIGA SAŽETAKA



               Peer Assessment of Students' Skills in Performance

               Evaluation in a Simulation Environment


               Evaluation is a systematic and objective assessment that can be carried out as a self-evaluation,
               peer evaluation or teacher evaluation. The evaluation carried out by the teacher is structured,
               predetermined with clear criteria and as objective as possible. Collegial assessment of skills
               between students, i.e. peer assessment is performed daily when practicing skills in the cabinet
               and  in  the  clinical  environment. The  observation  is  not  structured  or  defined,  but  happens
               mostly  spontaneously  in  such  a  way  that  the  students  observe  the  interventions  of  their
               colleagues during their work, which they either imitate or warn them about the need to correct
               the intervention. Teachers often use video recording of the intervention during the simulation
               in order to later evaluate the success of the procedure with the students. Collegial assessment
               or peer assessment are formative forms of assessment.
               The  development  of  structured  forms  of  collegial  assessment  of  skills  among  students
               contributes to better observation, quality feedback and more successful learning of skills. Adult
               learning theory supported the development of a model of peer assessment of peer skills. In
               addition,  peer  learning  in  clinical  skills  education  is  based  on  self-regulated  learning.  It
               empowers students to develop a more responsible approach to their education. Some authors in
               their paper on the implementation and evaluation of the collegial assessment of clinical skills
               conclude that the peer assessment of clinical skills (PACS) model is successful. Calling this
               model the PACS scheme, they conclude that it has proven to be a valuable tool for promoting
               skill  learning,  teamwork,  communication  and  the  ability  to  give  and  receive  constructive
               feedback. Research has shown that students believe that such a model has a positive impact on
               their learning skills. Students identified giving and receiving feedback from fellow students as
               particularly valuable in learning clinical skills. One of the results of the research was increased
               confidence  and  the  ability  to  correct  mistakes  during  repeated  practice  in  a  simulation
               environment for skill development.

               Key words: teacher, learning, research





































                                                                                                               180
   175   176   177   178   179   180   181   182   183   184   185