قارن الطرق

	مقياس الكفاءة السريرية للتمريض (NCCS)	تقييم الإحاطة الختامية للمحاكاة في الرعاية الصحية (DASH)
المجال	التثقيف الصحي	التثقيف الصحي
العائلة	Process / pipeline	Process / pipeline
سنة النشأة	2009	2006
صاحب الطريقة	Rozahn Walt & Charmaine van der Walt	Jeffrey W. Rudolph, Robert Simon, Daniel B. Raemer
النوع	Self-report and clinician-rated scale	Self-report observer-rated scale
المصدر التأسيسي	Walt, R. & van der Walt, C. (2009). The nursing clinical competence scale: Development and psychometric testing of a self-assessment instrument. Nurse Educ Today 29(6): 610–616.	Rudolph, J. W., Simon, R., Dufresne, R. L., & Raemer, D. B. (2006). There's no such thing as 'nonjudgmental' debriefing: A theory and method for debriefing with good judgment. Simul Healthc 1(1): 49–55.
الأسماء البديلة	Clinical Competence Scale, Nursing Skills Assessment, Competency Rating Scale	DASH Scale, Simulation Debriefing Assessment, Debriefing Feedback Scale
ذات صلة	4	4
الملخص	The NCCS is a multidimensional self-assessment and clinician-rated instrument measuring nursing students' perceived and observed clinical competence across technical, interpersonal, and cognitive domains. Developed by Walt and van der Walt in 2009, the scale evaluates students' mastery of fundamental nursing skills, critical thinking, communication, and professional judgment. It is used in nursing education to monitor competence development, identify learning gaps, and predict readiness for licensure examinations (e.g., NCLEX-RN).	The DASH is a 20-item observer-rated instrument measuring the quality of debriefing—the structured, facilitated reflection following a healthcare simulation activity. Developed by Rudolph, Simon, and Raemer in 2006 at Massachusetts General Hospital, the DASH evaluates the debriefing facilitator's ability to create a psychological safety environment, elicit reflection on events, establish learning objectives, and foster insight into clinical decision-making. The scale is widely used in medical and nursing education to assess the fidelity and effectiveness of simulation-based learning experiences.