Objective To explore the application effects of formative evaluation for mini-clinical evaluation exercise (Mini-CEX) and direct observation of procedural skills (DOPS) in the teaching evaluation of pediatric practice nurses, in order to provide a quantitative evaluation method for improving the teaching quality of practice nurses. Methods A total of 60 clinical nursing students from the pediatrics department of the First Affiliated Hospital of Bengbu Medical University participated in this study from December 2021 to December 2022. They were randomly divided into the control group (n=30) and the observation group (n = 30). During a 4-week internship in pediatrics, the control group was given the conventional teaching mode and the formative scale was tested once before graduation, while the observation group was given two formative assessments within one week of admission and at the end of the third week. Results After the practice teaching, the number of qualified people evaluated by Mini-CEX scale was 18 in the control group, and 25 in the observation group. The disparity between the two groups was found to be statistically significant (P<0. 05). The feedback time of the control groups was (9. 37±1. 59) minutes, while the observation group was shorter [(7. 63±1. 33) minutes], with significant difference (P<0. 001). The Mini-CEX scores of the observation group were higher than those of the control group (P<0. 05). For the DOPS scale evaluation, 18 individuals in the control group and 26 in the observation group were qualified, and the difference between the two groups was statistically significant (P<0. 05). The feedback time of the control groups was (8. 83± 1. 76) minutes, while the observation group had a shorter feedback time of (7. 33±1. 32) minutes, with statistically significant (P<0. 001). Except for 3 items of clarifying operation purpose and precautions, humanistic care, and overall performance, the remaining 7 scores of the DOPS scale in the observation group were higher than those in the control group (P< 0. 05). Except for 1 item of clarifying operation purpose and precautions, the other 9 scores of DOPS were significantly better than those at admission (P<0. 05). Conclusion The formative evaluation of Mini-CEX and DOPS scales has demonstrated a significant enhancement in the professional knowledge, clinical skills, and professional accomplishment of practice nurses, indicating their readiness for clinical promotion. © 2024 Publishing House of Chinese Journal of General Practice. All rights reserved.
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