Abstract
Purpose: In recent years, there has been an increasing emphasis in medical education in evaluating whether students can translate their core competencies into practical medical behaviors by using entrustable professional activities (EPAs). However, EPAs are an emerging learning effectiveness evaluation tool obviously for clinical nursing education. Clinical teachers need tools that can effectively assess new nurses' learning effectiveness and competency in clinical nursing tasks. The purposes of this study were to investigate the relationship between the EPAs and the scores of DOPS, mini-CEX, 360-degree evaluation, and to understand the relationship between the EPAs and the retention of the new nurses. Methods: This study used a described correlation design. The study collected the scores of DOPS, mini-CEX, 360-degree evaluation, EPAs and the retention of 194 new nurses from a medical center in the north Taiwan, from January to December 2020. Descriptive statistics, Spearman's rank correlation coefficient and Kruskal-Wallis were used for statistical analysis. Results: The relation of the scores of EPAs (40.2±11.6) and DOPS(4.3±0.6), mini-CEX(6.3± 1.1), 360-degree evaluation (4.2±0.4) of the new nurses were 0.310(p =0.001), 0.009(p=0.922), and 0.229(p=0.010) respectively. There were statistical differences between the scores of EPAs and the conditions of retention including agency on time(42.5±0.9), prolong probation period (25.5±2.9), resign (29.6±3.6) of the new nurses (p
| Original language | Chinese (Traditional) |
|---|---|
| Pages (from-to) | 19-27 |
| Journal | 中華職業醫學雜誌 |
| Volume | 30 |
| Issue number | 1 |
| Publication status | Published - Jan 2023 |