Self-assessment or self deception? A lack of association between nursing students’ self-assessment and performance
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
AIM: The aim of this study was to examine senior year nursing students' ability to self-assess their performance when responding to simulated emergency situations. BACKGROUND: Self-assessment is viewed as a critical skill in nursing and other health professional programmes. However, while students may spend considerable time completing self-assessments, there is little evidence that they actually acquire the skills to do so effectively. By contrast, a number of studies in medicine and elsewhere have cast doubt on the validity of self-assessment. METHOD: In 2007, a one-group pre-test, post-test design was used to answer the question, 'How accurate are senior year nursing students in assessing their ability to respond to emergency situations in a simulated medical/surgical environment compared to observer assessment of their performance?' A total of 27 fourth year nursing students from a university in Ontario were asked to complete a questionnaire before and after an objective structured clinical examination which assessed their ability to respond to emergency situations. Self-assessments were compared with observed performance. FINDINGS: The experience of dealing with the simulated crisis situations significantly increased perceived confidence and perceived competence in dealing with emergency situations, although it did not affect self-perceived ability to communicate or collaborate. All but 1 of the 16 correlations between self-assessment and the objective structured clinical examination total scores were negative. Their self-assessment was also unrelated to several indices of experience in critical care settings. CONCLUSION: Self-assessment in nursing education to evaluate clinical competence and confidence requires serious reconsideration as our well-intentioned emphasis on this commonly used practice may be less than effective.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it