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Learning Objective 1: The learner can know the effects of the psychometric characteristics, factors of Mini-CEX application.
Learning Objective 2: The learner can realize the satisfaction from new nurses and supervisor on the Mini-CEX in clinical nursing learning.
This study is to implement Mini-Clinical Evaluation Exercise (Mini-CEX) in clinical nursing to assess the learning outcomes for trainees. The Mini-CEX is a clinical practice-based assessment tool of potential value in nursing to assess and improve clinical performance. Its reliability and positive educational impact have been reported in other specialties, but not, to date, in nursing. The purposes of this study were to evaluate the psychometric characteristics, factors of application, and satisfaction from trainee and supervisor on the Mini-CEX in clinical nursing learning.
Methods:
A cross-sectional study was conducted from April 2010 to December 2011. There are 2403 sheets been collected up to present (November 2011). The satisfactions from trainees and supervisors were evaluated by Mini-CEX Trainee Satisfaction Scale (MTSS) and Mini-CEX Supervisor Satisfaction Scale (MSSS). The validity and reliability of the questionnaires were tested. The data show trainees’ demographic data, performance level and satisfaction condition by percentage, mean, standard deviation. The factors were tested by one way ANOVA. Meanwhile comparison different time groups and satisfaction from trainees and supervisors were tested by Chi-Square.
Results:
The mean score of each domain in Mini-CEX, Medical Interviewing Skills was 6.68, Physical Examination Skills was 6.77, Humanistic Qualities/Professionalism was 7.01, Clinical Judgment was 6.86, Counseling Skills was 6.77, Organization/Efficiency was 6.99 and Clinical Competence was 7.19 in 2010 data. The scoring factors affected by the position of supervisor (P<0,05), the status of trainee (P<0,005), and the complication of patient (P<0,001). Three satisfaction items such as instruction of scoring (P=0.002), guideline interpretation (P=0.05) and teacher’s feedback were significant different between supervisor and trainee (P=0.006).
Conclusion:
Satisfaction responses strongly supported the positive effect of the Mini-CEX on feedback. The results of this study provide reference to development advanced education strategy and designing in-service education curriculum.