Comparing the Efficacy of Portfolio and Direct Observation of Procedural Skills (DOPS) Model, on Nursing Students Disposition Toward Critical Thinking

Momeni , H; Kerami, A; Mirshekari, L; Shahsavari, Z; shokhmgar, Z; Sanagoo, A; Salehi  , A

doi:10.52547/rme.13.2.47

[Home ] [Archive]

[ فارسی ]

Main Menu

Home

Journal Information

Articles archive

For Authors

For Reviewers

Registration

Contact us

Site Facilities

Search in website

Receive site information

Registered in

Open Access Policy

Volume 13, Issue 2 (2021)

RME 2021, 13(2): 47-57

Back to browse issues page

Comparing the Efficacy of Portfolio and Direct Observation of Procedural Skills (DOPS) Model, on Nursing Students Disposition Toward Critical Thinking

, A Kerami

, A Sanagoo

, A Salehi ^*

Khomain University of Medical Sciences, Khomein, Iran , Najm54@yahoo.com

Abstract: (1744 Views)

Introduction: Given the importance of nursing education and evaluation and the need to make correct decisions in critical situations by students also to promote critical thinking in nursing students, researcher decided to assess efficacy of clinical evaluation by two methods of direct observation of procedural skills and portfolio on critical thinking of students.
Methods: in this interventional study 32 Students of the 5 th semester of the Bachelor of Nursing, Khomein College of Nursing which divided into two groups with pre- test & post- test participated in 2013 . At the beginning, critical thinking disposition questionnaire ( CTDI) was completed by students. Then, Class was divided into two groups randomly . In each group, one of the evaluation methods containing Portfolio and Direct Observation of Procedural Skills (DOPS) was executed. At last critical thinking disposition questionnaire again was completed and results were evaluated. Data were analyzed by descriptive statistics and independent t- test through SPSS.
Results: The results showed that the total score of tendency to critical thinking in the portfolio group was as follow: before the evaluation method (240/97±21/25) and after the evaluation method (266/50±21/32),also, in the direct observation skill group before evaluation (242/17±20/85) and after evaluation was (248/17±18/24). There are statistically significant differences between the two groups and in the portfolio evaluation group this difference was greater (P≤0/001). This difference is also significant in all subgroups of truth-seeking, critique, analytical power, organizational power, self-confidence, search, and growth. (P =0/001).
Conclusion: According to the results of the study, tendency to critical thinking in portfolio method shows significantly different so, it is suggested portfolio with high executive capabilities, identical and valid method in critical thinking of nursing students as well as acceptance of professional responsibility in medical sciences is used.

Keywords: Portfolio, Direct Observational Practical Skills, Critical Thinking, Nursing Students

Full-Text [PDF 460 kb] (709 Downloads)

Type of Study: Research | Subject: assessment and evaluation

References

1. Duron R, Limbach B, Waugh W. Critical thinking framework for any discipline. Int J Teach Learn High Edu 2006; 17 (2): 160- 6.

2. Taheri N, Hojati H, Cheraghian B, Esmaieli T.[Critical thinking in nursing students of Abadan nursing faculty]. Journal of Dena Nursing and Midwifery Faculty 2009;3(3,4):1-8 .[Persian]

3. Moore BN, Parker R. Critical thinking: McGraw- Hill Humanities, Social Sciences; 2005.

4. Page D, Mukherjee A, Promoting Critical-Thinking Skills By Using Negotiation Exercises. Journal of Education for Business 2007; 82 (5): 251- 7. [DOI:10.3200/JOEB.82.5.251-257]

5. Baba Mohammadi H, Khalili H. Critical Thinking Skills of Nursing Students in Semnan University of Medical Sciences. Iranian Journal of Medical Education 2004; 4 (2) :23- 31.

6. Emerson R J. Nursing education in the clinical setting . Mosby Elsevier; 2007.

7. Billings DM, Halstead SA .Teaching in nursing, a guide for faculty.2nd ed. St. Louis: Elsevier Saunders co; 2004.

8. Sorrell JM, Brown HN, Silva MC, Kohlenberg EM. Use of writing portfolios for interdisciplinary assessment of critical thinking outcomes of nursing students. Nursing Forum 199; 32(4), 12-24. [DOI:10.1111/j.1744-6198.1997.tb00971.x]

9. Crossley J, Humphris G, Jolly B. Assessing health professionals. Med Educ 2002; 36 (9): 800- 804. [DOI:10.1046/j.1365-2923.2002.01294.x]

10. Habibi H, Khaghanizade M, Mahmoodi H, Ebadi A, seyedmazhari M.[Comparison of the Effects of Modern Assessment Methods (DOPS and Mini- CEX) with traditional method on Nursing Students' Clinical Skills: A Randomized Trial]. Iranian Journal of Medical Education 2013; 13 (5): 364- 372.[Persian]

11. Grauer GF, Forrester SD, Shuman C, Sanderson MW. Comparison of student performance after lecture -based and case-based/problem-based teaching in a large group. J Vet Med Educ 2008; 35 (2): 310-7. [DOI:10.3138/jvme.35.2.310]

12. Smith- Strom H, Nortvedt MW. Evaluation of evidence- based methods used to teach nursing students tocritically appraise evidence. J Nurs Educ 2008; 47 (8): 372- 5. [DOI:10.3928/01484834-20080801-08]

13. Kariman N, Heidari T.[The Effect of Portfolio's Evaluation on Learning and Satisfaction of Midwifery Students]. Arak Medical University Journal (AMUJ) 2010; 12(4): 81- 88. [Persian]

14. Latifi M, Shaban M, Nikbakht A, Mehran A, Parsa Yekta Z. Comparison of the Effect of Clinical Evaluation by two Methods: Portfolio and Popular, on Satisfaction of Nurse Students. IJNR 2011; 6 (21): 15- 28.

15. Rajaee A.[General Processing Checklist of Shahid Rajaei Cardiovascular Training]. Tehran. Research and Treatment Center; 2012.[Persian]

16. Delaware A. [Research in Psychology and Educational Sciences]. Tehran: 1977. No 3, 143-159. . [Persian]

17. Gharib M, Rabieian M, Salsali M, Hadjizadeh E, Sabouri Kashani A, Khalkhali H. [Critical Thinking Skills and Critical Thinking Dispositions in Freshmen and Senior Students of Health Care Management]. Iranian Journal of Medical Education 2009; 9 (2): 125- 35. [Persian]

18. Kear ME, Bear M. Using Portfolio Evaluation for Program Outcome Assessment. J Nurs Educ 2007; 46 (3): 109- 14. [DOI:10.3928/01484834-20070301-04]

19. Kubiszyn T, Borich G. Educational testing and measurement: classroom application and practice 17th ed. NewJersey: John Wiley & Sons; 2003.

20. Facione PA. The California Critical Thinking Dispositions Inventory. Millbra. Calif: California Academic Press; 2009.

21. Badri Gargari R , Fathi Azar E.[Comparison of the effect of learning based on group problem solving and traditional education on critical thinking of teacher students]. Educational and Psychological Studies 2007; 2: 42- 28. [Persian]

22. Sabouri kashani A, Faal Ostadzar N, karimi moonaghi H, gharib M.[Critical Thinking Dispositions among Medical Students in Two stages: Basic Medical Sciences and Pre- Internship]. Iranian Journal of Medical Education 2013; 12 (10): 778- 785. [Persian]

23. Halpern DF. Teaching Critical Thining for Transfer Across Domains. American Psychologist. 2009; 53: 449- 455. [DOI:10.1037/0003-066X.53.4.449]

24. IP WY, Lee DT, Lee IF, Chau JP, Wootton YS, Chang AM. Disposition towards Critical Thinking: a Study of Chinese Undergraduate Nursing Students. J Adv Nurs 2000; 32 (1): 84- 90. [DOI:10.1046/j.1365-2648.2000.01417.x]

25. Tiwari A, Avery A, Lai P. Critical Thinking Disposition of Hong Kong Chinese and Australian Nursing Students. J Adv Nurs 2003; 44 (3): 298- 308. [DOI:10.1046/j.1365-2648.2003.02805.x]

26. Barkhordary M.[Comparing Critical Thinking Disposition in Baccalaureate Nursing Students at Different Grades and Its Relationship with State Anxiety]. Iranian Journal of Medical Education. 2012; 11 (7): 768- 788.[Persian]

27. Mahbobi M, Jafarian Jazi MM, Khorasani EA.[Comparative Study of Critical Thinking Skills and Critical Thinking Disposition in Veteran and Non- Veteran Students]. J Mil Med. 2013; 14 (4): 293- 298.[Persian]

28. Mc Grath JP. The relationship of critical thinking skills and critical thinking disposition of baccalaureate nursing students. J Adv Nurs 2003;43 (6): 569- 577. [DOI:10.1046/j.1365-2648.2003.02755.x]

29. Schaffer MA, Nelson P. Using Portfolio to Evaluate Achievement of population- based Public Health Nursing Competencies in Baccalaureate Nursing Students. Nursing Education Perspectives 2000; 26 (2): 104- 112.

30. Ashelman p, Dorsey- Gaines C, Glover- Dorsey G. Application of Portfolio Assessment in a Teaching and Nursing Program. Conference on Education; 1997 July 9-13; China- US; 2002.

31. Sahu SK, Soudarssanane MB, Roy G, Premrajan KC, Sarkar S. Use of portfolio-based learning and assessment in community-based field curriculum. Indian journal of community medicine: official publication of Indian Association of Preventive & Social Medicine 2008; 33(2):81. [DOI:10.4103/0970-0218.40873]

32. Yildirim K. Influenceof Portfolio Evaluation in Cooperative Learningon Student Success. J Theory and Practice in Education 2009; 5 (1): 53- 66.

33. Hekmatpou D.[Effect of Portfolio Based Evaluation on Accuracy of Clinical Evaluation of Nursing Students during Internship in Arak University of Medical Sciences, Iran]. Strides Dev Med Educ 2013; 10 (1): 60- 69.[Persian]

34. Akbari M, Mahvelati Shamsabadi R. [Direct Observation of Procedural Skills (DOPS) in Restorative Dentistry: Advantages and Disadvantages in Student's Point of View. Iranian Journal of Medical Education 2013; 13 (3): 212- 220. [Persian]

35. Bagheri M, Sadeghnezhad M, Sayyadee T, Hajiabadi F.[The Effect of Direct Observation of Procedural Skills (DOPS) Evaluation Method on Learning Clinical Skills among Emergency Medicine Students]. Iranian Journal of Medical Education 2014; 13 (12): 1073- 1081.[Persian]

Send email to the article author

‎ 10.52547/rme.13.2.47

Mendeley

Zotero

RefWorks

Momeni H, Kerami A, Mirshekari L, Shahsavari Z, shokhmgar Z, Sanagoo A et al . Comparing the Efficacy of Portfolio and Direct Observation of Procedural Skills (DOPS) Model, on Nursing Students Disposition Toward Critical Thinking. RME 2021; 13 (2) :47-57
URL: http://rme.gums.ac.ir/article-1-980-en.html

Rights and permissions
	This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

Volume 13, Issue 2 (2021)

Back to browse issues page