Salīdzināt metodes
Apskatiet izvēlētās metodes blakus; rindas, kas atšķiras, ir izceltas.
| Māszinību klīniskās kompetences skala (NCCS)× | Simulācijas debriefinga novērtējums veselības aprūpē (DASH)× | |
|---|---|---|
| Nozare | Veselības izglītība | Veselības izglītība |
| Saime | Process / pipeline | Process / pipeline |
| Izcelsmes gads≠ | 2009 | 2006 |
| Autors≠ | Rozahn Walt & Charmaine van der Walt | Jeffrey W. Rudolph, Robert Simon, Daniel B. Raemer |
| Tips≠ | Self-report and clinician-rated scale | Self-report observer-rated scale |
| Pirmavots≠ | 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. link ↗ | 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. DOI ↗ |
| Citi nosaukumi | Clinical Competence Scale, Nursing Skills Assessment, Competency Rating Scale | DASH Scale, Simulation Debriefing Assessment, Debriefing Feedback Scale |
| Saistītās | 4 | 4 |
| Kopsavilkums≠ | 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. |
| ScholarGateDatu kopa ↗ |
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