Methods: A cross-sectional study design and convenient sampling were adopted. 40 clinical nursing preceptors participated in this study. A four-hours of three CbD training workshops were held to teach the knowledge of CbD. A 5-10 minutes of video was required to be completed after the first workshop. CbD knowledge scale, CbD Clinical Application Evaluation Form, CbD scale and CbD evaluation guide were applied to collect the data.
Results: Eight of ten questions revealed significantly different 1 month and 2 months after workshops regarding the CbD knowledge. In the attitudes, all participants indicated that "CbD feedback is helpful for learners (SD=4.32 ± 0.626)"at 1 and 2 months after workshop. Participants used the CbD evaluation form to assess PGY trainees in the practice post the first CbD training workshop. The process of CbD assessment was video recorded. At the second and third CbD workshop, participants were asked to watch the videos and score. The results showed that there was only the part of A073 nursing assessment with a significant difference (t=-2.289, p<.05), others were not. This indicated there was high consistency among the participants. Moreover, the scale of student-teacher communication were used to evaluate the effectives of student-teacher communication. There was no significant difference after the workshops.
Conclusion: A model of CbD assessment was constructed to assess the effectiveness of clinical teaching. The knowledge and attitude of CbD as well as the consensus and consistency of CbD assessment were scored higher after CbD training workshops. Therefore, the assessment of CbD is recommended to evaluate the PGY trainees’ clinical competency in the future.