健康評估課程是專科護理師臨床訓練的重要課題之一，因應醫療環境改變，專科護理師擔任醫院第一線評估與照護病人的工作。護理師必須接受訓練使其具備健康評估能力以提升病人照護品質，然而，護理學員表示在健康評估課程需要有更多指導，練習不足與學習不夠深入等因素，導致學習成效不佳，護理師在接受健康評估技能測驗時倍感壓力。
同儕互評是讓一群能力與知識背景相似的學習者，對彼此的作業給予評分與評論，學習者同時扮演評估者及被評估者的角色，可以藉由觀模與學習來促進認知成長。然而，在傳統同儕互評的模式中，評估者及被評者的互動關係是單向的，亦即評估者無法獲得來自被評者的回饋，因而沒有對評估內容進行反思的機會。雙向同儕互評模式目的是在於讓被評者有機會表達意見，讓評估者瞭解所提供的評分與評論是否正確或是對於被評者有所幫助；在雙向互動的過程，評估者及被評者都有機會進行反思，因而促進評分及評論的品質，並提昇學習成效及批判思維表現。
本研究開發了一個線上雙向同儕互評系統，應用在專科護理師護理健康評估翻轉教學課程中，透過同儕的力量來協助護理師學員達成學習目標。同時，設計實驗來瞭解不同模式線上同儕互評對於護理師學員在學習成就與高層次思維的影響，並記錄學員同儕評論內容，分析其對於同儕評論品質的影響。為了瞭解不同線上同儕互評模式對護理師學員的助益，本研究以健康評估課程進行設計實驗，參與對象為參加研習課程的74名護理師；其中一個梯次為實驗組、另一個梯次為控制組。實驗組使用雙向線上同儕互評模式，控制組使用傳統線上同儕互評模式。實驗的結果顯示，運用翻轉學習導入雙向線上同儕互評模式除了可以增強專科護理師知識、臨床技能之外，此方法還顯著提高了專科護理師學員反思。此外，由評論內容分析的結果發現，使用雙向線上同儕互評模式的學生，比使用一般同儕互評模式的學生明顯地提出更多可協助同儕改善健康評估表現的具體建議。

The health assessment course is one of the important topics of clinical training for nurse practitioners. In response to changes in the medical environment, nurse practitioners serve as the first-line assessment and care of patients in hospitals. Nursing staff must be trained to have a health assessment ability to improve the quality of patient care. However, nursing trainees said that more guidance is needed in health assessment courses, insufficient practice and in-depth learning and other factors have led to poor learning outcomes. Feeling stressed while taking the Health Assessment Skills Test.
Peer assessment is a group of learners with similar abilities and knowledge backgrounds to give each other's work scoring and comments. Students can play the role of assessor and assessee at the same time. They can promote cognitive growth through observation and learning. Through good peer review quality, students can observe and think carefully to come up with their own ideas and come up with solutions, which can promote learning effectiveness, critical thinking and reflection. However, in the conventional peer-assessment approach, the interactive relationship between the assessers and assessees is one-directional, that is, the assessers cannot get feedback from the assessees, so they have no opportunity to reflect on the assessment content their provided. The purpose of the bi-directional peer-assessment approach is to give the assessees the opportunity to express their opinions and let the assessers know whether the ratings and comments they provided are correct or helpful to the assessees. In the process of bi-directional interactions, both the assessers and the assessees have the opportunities to reflect, thereby promoting the quality of peer-rating and commenting, and enhancing their learning achievements and critical thinking performance.
In this study, an online bi-directional peer-assessment system is developed. The system has been applied to a flipped classroom of nursing health assessment for nurse practitioners to facilitate peer feedback to achieve their learning goals. An experiment was designed to understand the impact of different peer-assessment modes on nurse practitioners' learning achievements and high-level thinking. Moreover, the comments provided by the students were analyzed to investigate the impacts of different peer-assessment modes on the quality of the students’ comments. The participants were two classes of 74 nurses who participated in a training program. One class was the experimental group, and the other is the control group. The experimental group used a two-way online peer-assessment approach, and the control group used the conventional online peer-assessment mode. The experimental results show that the the two-way online peer- assessment approach not only enhanced the learners’ achievements and clinical skills, but also significantly improved their reflective thinking. In addition, via analyzing the content of the comments provided by the students, it is found that the students learning with the two-way online peer-assessment provided more constructive comments to help peers improve their health assessment performances than those learning with the conventional approach.

Abelsson, A., & Bisholt, B. (2017). Nurse students learning acute care by simulation–Focus on observation and debriefing. Nurse Education in Practice, 24, 6-13.
Adachi, C., Tai, J. H.-M., & Dawson, P. (2018). Academics’ perceptions of the benefits and challenges of self and peer assessment in higher education. Assessment & Evaluation in Higher Education, 43(2), 294-306.
Ancliff, M., & Kang, A. (2017). Flipping an EMI Physics Class: Implications of Student Motivation and Learning Strategies for the Design of Course Contents. International Journal of Contents, 13(4).
Anderson Jr, H. G., Frazier, L., Anderson, S. L., Stanton, R., Gillette, C., Broedel-Zaugg, K., & Yingling, K. (2017). Comparison of pharmaceutical calculations learning outcomes achieved within a traditional lecture or flipped classroom andragogy. American Journal of Pharmaceutical Education, 81(4), 70.
Anderson, M., & Stickley, T. (2002). Finding reality: the use of objective structured clinical examination (OSCE) in the assessment of mental health nursing students interpersonal skills. Nurse Education in Practice, 2(3), 160-168.
Anwer, L. A., Shareef, M. A., Nurhussen, A., Alkabbani, H. M., Alzahrani, A. A., Obad, A. S., . . . Afsar, N. A. (2017). Objectivity in subjectivity: do students’ self and peer assessments correlate with examiners’ subjective and objective assessment in clinical skills? A prospective study. BMJ open, 7(5), e012289.
Association, A. N. (2015). Nursing: Scope and standards of practice (3rd ed.): American Nurses Association, Inc.
Bader, M., Burner, T., Hoem Iversen, S., & Varga, Z. (2019). Student perspectives on formative feedback as part of writing portfolios. Assessment & Evaluation in Higher Education, 44(7), 1017-1028.
Baid, H. (2006). Differential diagnosis in advanced nursing practice. British Journal of Nursing, 15(18), 1007-1011.
Barry Issenberg, S., Mcgaghie, W. C., Petrusa, E. R., Lee Gordon, D., & Scalese, R. J. (2005). Features and uses of high-fidelity medical simulations that lead to effective learning: a BEME systematic review. Medical Teacher, 27(1), 10-28.
Berelson, B. (1952). Content analysis in communication research. New York: Free Press.
Bergmann, J., & Sams, A. (2012). Flip your classroom: Reach every student in every class every day: Washington, DC: International Society for Technology in Education.
Brighton, R., Mackay, M., Brown, R. A., Jans, C., & Antoniou, C. (2017). Introduction of undergraduate nursing students to an objective structured clinical examination. Journal of Nursing Education, 56(4), 231-234.
Brinko, K. T. (1993). The practice of giving feedback to improve teaching: What is effective? The Journal of Higher Education, 64(5), 574-593.
Brown, J. (2019). Preparation for Objective Structured Clinical Examination: A student perspective. Journal of Perioperative Practice, 29(6), 179-184.
Brush, J. E., Handberg, E. M., Biga, C., Birtcher, K. K., Bove, A. A., Casale, P. N., . . . Linderbaum, J. A. (2015). 2015 ACC health policy statement on cardiovascular team-based care and the role of advanced practice providers. Journal of the American College of Cardiology, 65(19), 2118-2136.
Burbach, B., Barnason, S., & Thompson, S. A. (2015). Using “think aloud” to capture clinical reasoning during patient simulation. International Journal of Nursing Education Scholarship, 12(1), 1-7.
Bussard, M. E. (2016). Self-reflection of video-recorded high-fidelity simulations and development of clinical judgment. Journal of Nursing Education, 55(9), 522-527.
Casey, D., Burke, E., Houghton, C., Mee, L., Smith, R., Van Der Putten, D., . . . Folan, M. (2011). Use of peer assessment as a student engagement strategy in nurse education. Nursing & Health Sciences, 13(4), 514-520.
Çevik, Y. D. (2015). Assessor or assessee? Investigating the differential effects of online peer assessment roles in the development of students’ problem-solving skills. Computers in Human Behavior, 52, 250-258.
Chai, C. S., Deng, F., Tsai, P.-S., Koh, J. H. L., & Tsai, C.-C. (2015). Assessing multidimensional students’ perceptions of twenty-first-century learning practices. Asia Pacific Education Review, 16(3), 389-398.
Chang, B. Y., Chang, C. Y., Hwang, G. H., & Kuo, F.R. (2019). A situation-based flipped classroom to improving nursing staff performance in advanced cardiac life support training course. Interactive Learning Environments, 27(8), 1062-1074.
Chang, S. C., Hsu, T. C., & Jong, S. Y. M. (2019). Integration of the peer assessment approach with a virtual reality design system for learning earth science. Computers & Education, 103758.
Chang, W. C., Mu, P. F., & Tsay, S. L. (2006). The experience of role transition in acute care nurse practitioners in Taiwan under the collaborative practice model. The Journal of Nursing Research, 14(2), 83-92.
Chen, S. H., Chen, S. C., Lee, S. C., Chang, Y. l., & Yeh, K. Y. (2017). Impact of interactive situated and simulated teaching program on novice nursing practitioners' clinical competence, confidence, and stress. Nurse Education Today, 55, 11-16.
Chen, Y. L., Liu, E. Z. F., Shih, R. C., Wu, C. T., & Yuan, S. M. (2011). Use of peer feedback to enhance elementary students' writing through blogging. British Journal of Educational Technology, 42(1), E1-E4.
Cheng, K. H., & Hou, H. T. (2015). Exploring students’ behavioural patterns during online peer assessment from the affective, cognitive, and metacognitive perspectives: a progressive sequential analysis. Technology, Pedagogy and Education, 24(2), 171-188.
Cheng, K. H., Liang, J. C., & Tsai, C. C. (2015). Examining the role of feedback messages in undergraduate students' writing performance during an online peer assessment activity. The Internet and Higher Education, 25, 78-84.
Cheong, C., Filippou, J., & Cheong, F. (2014). Towards the gamification of learning: Investigating student perceptions of game elements. Journal of Information Systems Education, 25(3).
Chien, S. Y., Hwang, G. J., & Jong, M. S. Y. (2020). Effects of peer assessment within the context of spherical video-based virtual reality on EFL students’ English-Speaking performance and learning perceptions. Computers & Education, 146, 103751.
Cho, Y. H., & Cho, K. (2011). Peer reviewers learn from giving comments. Instructional Science, 39(5), 629-643.
Clark, C. A. (2015). Evaluating nurse practitioner students through objective structured clinical examination. Nursing Education Perspectives, 36(1), 53-54.
Cohen, J. (1988). Statistical power analysis for the behavioral sciences. 2nd: Hillsdale, NJ: erlbaum.
Corbally, M. A. (2005). Considering video production? Lessons learned from the production of a blood pressure measurement video. Nurse Education In Practice, 5(6), 375-379.
Cowen, K. J., Hubbard, L. J., & Hancock, D. C. (2016). Concerns of nursing students beginning clinical courses: A descriptive study. Nurse Education Today, 43, 64-68.
Critz, C. M., & Knight, D. (2013). Using the flipped classroom in graduate nursing education. Nurse Educator, 38(5), 210-213.
Cushing, A., Abbott, S., Lothian, D., Hall, A., & Westwood, O. M. (2011). Peer feedback as an aid to learning–What do we want? Feedback. When do we want it? Now! Medical Teacher, 33(2), e105-e112.
Day, C., Barker, C., Bell, E., Sefcik, E., & Flournoy, D. (2018). Flipping the objective structured clinical examination: A teaching innovation in graduate nursing education. Nurse Educator, 43(2), 83-86.
Delgado, C., & Mack, B. (2002). A peer-reviewed program for senior proficiencies. Nurse Educator, 27(5), 212-213.
Delva, D., Sargeant, J., Miller, S., Holland, J., Alexiadis Brown, P., Leblanc, C., . . . Mann, K. (2013). Encouraging residents to seek feedback. Medical Teacher, 35(12), e1625-e1631.
Deng, B., Fenn III, N. E., & Plake, K. S. (2019). Impact of a teaching objective structured clinical examination (TOSCE) on student confidence in a pharmacy skills laboratory. Currents in Pharmacy Teaching and Learning, 11(2), 145-154.
Elshami, W., & Abdalla, M. (2017). Diagnostic radiography students' perceptions of formative peer assessment within a radiographic technique module. Radiography, 23(1), 9-13.
Ewertsson, M., Allvin, R., Holmström, I. K., & Blomberg, K. (2015). Walking the bridge: Nursing students' learning in clinical skill laboratories. Nurse Education In Practice, 15(4), 277-283.
Faraz, A. (2017). Novice nurse practitioner workforce transition and turnover intention in primary care. Journal of the American Association of Nurse Practitioners, 29(1), 26-34.
Filius, R. M., de Kleijn, R. A., Uijl, S. G., Prins, F. J., van Rijen, H. V., & Grobbee, D. E. (2018). Strengthening dialogic peer feedback aiming for deep learning in SPOCs. Computers & Education, 125, 86-100.
García Ros, R. (2011). Analysis and validation of a rubric to assess oral presentation skills in university context. Electronic Journal of Research in Educational Psychology, 9(3), 1043-1062.
Geist, M. J., Larimore, D., Rawiszer, H., & Al Sager, A. W. (2015). Flipped versus traditional instruction and achievement in a baccalaureate nursing pharmacology course. Nursing Education Perspectives, 36(2), 114-115.
Ghahari, S., & Farokhnia, F. (2017). Triangulation of language assessment modes: Learning benefits and socio-cognitive prospects. Pedagogies: An International Journal, 12(3), 275-294.
Ghahari, S., & Farokhnia, F. (2018). Peer versus teacher assessment: Implications for CAF triad language ability and critical reflections. International Journal of School & Educational Psychology, 6(2), 124-137.
Gupta, P., Dewan, P., & Singh, T. (2010). Objective structured clinical examination (OSCE) revisited. Indian Pediatrics, 47(11), 911-920.
Hahs-Vaughn, D. L., & Lomax, R. G. (2013). An introduction to statistical concepts: Routledge. New York.
Han, Y., James, D. H., & Mclain, R. M. (2013). Relationships between student peer and faculty evaluations of clinical performance: a pilot study. Journal of Nursing Education and Practice, 3(8), 170.
Harden, R. t. M., Stevenson, M., Downie, W. W., & Wilson, G. (1975). Assessment of clinical competence using objective structured examination. British Medical Journal, 1(5955), 447-451.
Harris, J. R. (2011). Peer assessment in large undergraduate classes: an evaluation of a procedure for marking laboratory reports and a review of related practices. Advances in Physiology Education, 35(2), 178-187.
Heo, H. J., & Chun, B. A. (2016). A Study on the Effects of mobile-based LMS on flipped learning: focused on the affective pathway in pre-service teacher education. International Journal of Software Engineering and its Applications, 10(12), 473-484.
Hettinga, A. M., Denessen, E., & Postma, C. T. (2010). Checking the checklist: a content analysis of expert‐and evidence‐based case‐specific checklist items. Medical Education, 44(9), 874-883.
Hovardas, T., Tsivitanidou, O. E., & Zacharia, Z. C. (2014). Peer versus expert feedback: An investigation of the quality of peer feedback among secondary school students. Computers & Education, 71, 133-152.
Hsia, L. H., Huang, I., & Hwang, G. J. (2016). Effects of different online peer-feedback approaches on students' performance skills, motivation and self-efficacy in a dance course. Computers & Education, 96, 55-71.
Hsu, H. Y., Chang, S. C., Chang, A. L., & Chen, S. L. (2017). Critical thinking disposition of nurse practitioners in Taiwan. The Journal of Continuing Education in Nursing, 48(9), 425-430.
Hsu, T. C., Chang, S. C., & Liu, N. C. (2018). Peer assessment of webpage design: behavioral sequential analysis based on eye tracking evidence. Journal of Educational Technology & Society, 21(2), 305-321.
Hunt, C. W., & Ellison, K. J. (2010). Enhancing faculty resources through peer mentoring. Nurse Educator, 35(5), 192-196.
Hwang, G. H., Chen, B., & Sung, C. W. (2019). Impacts of flipped classrooms with peer assessment on students’ effectiveness of playing musical instruments–taking amateur erhu learners as an example. Interactive Learning Environments, 27(8), 1047-1061.
Hwang, G. J., Lai, C. L., & Wang, S. Y. (2015). Seamless flipped learning: a mobile technology-enhanced flipped classroom with effective learning strategies. Journal of Computers In Education, 2(4), 449-473.
Hwang, G. J., Yang, T. C., Tsai, C. C., & Yang, S. J. (2009). A context-aware ubiquitous learning environment for conducting complex science experiments. Computers & Education, 53(2), 402-413.
Ilgen, J. S., Ma, I. W., Hatala, R., & Cook, D. A. (2015). A systematic review of validity evidence for checklists versus global rating scales in simulation‐based assessment. Medical Education, 49(2), 161-173.
Jarvis, C., Browne, A. J., & MacDonald-Jenkins, J. (2009). Physical Examination and Health Assessment (Eds.): Elsevier Health Sciences.
Johnson, D. W., & Johnson, F. P. (2017). Joining together: Group theory and group skills: 12th ed. Englewood Cliffs, NJ: Prentice Hall.
Kalantari, M., Zadeh, N. L., Agahi, R. H., Navabi, N., Hashemipour, M. A., & Nassab, A. H. G. (2017). Measurement of the levels anxiety, self-perception of preparation and expectations for success using an objective structured clinical examination, a written examination, and a preclinical preparation test in Kerman dental students. Journal of Education And Health Promotion, 6.
Keifenheim, K. E., Teufel, M., Ip, J., Speiser, N., Leehr, E. J., Zipfel, S., & Herrmann-Werner, A. (2015). Teaching history taking to medical students: a systematic review. BMC Medical Education, 15(1), 159.
Kelley, F. J., Kopac, C. A., & Rosselli, J. (2007). Advanced health assessment in nurse practitioner programs: follow-up study. Journal of Professional Nursing, 23(3), 137-143.
Kember, D., Leung, D. Y., Jones, A., Loke, A. Y., McKay, J., Sinclair, K., . . . Wong, M. (2000). Development of a questionnaire to measure the level of reflective thinking. Assessment & Evaluation in Higher Education, 25(4), 381-395.
Kessenich, C. (2008). The art and science of history taking. The Journal for Nurse Practitioners, 4(4), 304-305.
Kim, Y. M., Yoon, Y. S., Hong, H. C., & Min, A. (2019). Effects of a patient safety course using a flipped classroom approach among undergraduate nursing students: A quasi-experimental study. Nurse Education Today, 79, 180-187.
Kirch, C. (2012, January 23). My favorite WSQ. [Web blog message]. Retrieved from http://flippingwithkirch.blogspot.com/2012/2001/my-favorite-wsq.html.
Kovach, R. A., Resch, D. S., & Verhulst, S. J. (2009). Peer assessment of professionalism: a five-year experience in medical clerkship. Journal of General Internal Medicine, 24(6), 742-746.
Lai, C. L., & Hwang, G. J. (2015). An interactive peer-assessment criteria development approach to improving students' art design performance using handheld devices. Computers & Education, 85, 149-159.
Lai, C. Y. (2016). Training nursing students' communication skills with online video peer assessment. Computers & Education, 97, 21-30.
Lashley, M. (2005). Teaching health assessment in the virtual classroom. Journal of Nursing Education, 44(8), 348-350.
Lauder, W., Holland, K., Roxburgh, M., Topping, K., Watson, R., Johnson, M., . . . Behr, A. (2008). Measuring competence, self-reported competence and self-efficacy in pre-registration students. Nursing Standard (through 2013), 22(20), 35-43.
Lee, K. L., & Norbaizura, M. N. (2016). Assessment for Learning: Students’ perception on peer review in a private university. Assessment for Learning Within and Beyond the Classroom, 199-210.
Lesa, R., & Dixon, A. (2007). Physical assessment: implications for nurse educators and nursing practice. International Nursing Review, 54(2), 166-172.
Li, H., Xiong, Y., Zang, X., L. Kornhaber, M., Lyu, Y., Chung, K. S., & K. Suen, H. (2016). Peer assessment in the digital age: a meta-analysis comparing peer and teacher ratings. Assessment & Evaluation in Higher Education, 41(2), 245-264.
Li, K. C., Lee, L. Y. K., Wong, S. L., Yau, I. S. Y., & Wong, B. T. M. (2019). The effects of mobile learning for nursing students: an integrative evaluation of learning process, learning motivation, and study performance. International Journal of Mobile Learning and Organisation, 13(1), 51-67.
Li, L., Liu, X., & Steckelberg, A. L. (2010). Assessor or assessee: How student learning improves by giving and receiving peer feedback. British Journal of Educational Technology, 41(3), 525-536.
Lin, C. W., Clinciu, D. L., Swartz, M. H., Wu, C. C., Lien, G. S., Chan, C. Y., . . . Li, Y.-C. (2013). An integrative OSCE methodology for enhancing the traditional OSCE program at Taipei medical university hospital-a feasibility study. BMC Medical Education, 13(1), 102.
Lin, G. Y. (2018). Anonymous versus identified peer assessment via a Facebook-based learning application: Effects on quality of peer feedback, perceived learning, perceived fairness, and attitude toward the system. Computers & Education, 116, 81-92.
Lin, H. C., & Hwang, G. J. (2019). Research trends of flipped classroom studies for medical courses: A review of journal publications from 2008 to 2017 based on the technology-enhanced learning model. Interactive Learning Environments, 27(8), 1011-1027.
Lin, H. C., Hwang, G. J., & Hsu, Y. D. (2019). Effects of ASQ-based flipped learning on nurse practitioner learners' nursing skills, learning achievement and learning perceptions. Computers & Education, 139, 207-221.
Lin, Y. N., Hsia, L. H., Sung, M. Y., & Hwang, G. H. (2018). Effects of integrating mobile technology-assisted peer assessment into flipped learning on students’ dance skills and self-efficacy. Interactive Learning Environments, 1-16.
Lin, Y. T., & Lin, Y. C. (2016). Effects of mental process integrated nursing training using mobile device on students’ cognitive load, learning attitudes, acceptance, and achievements. Computers in Human Behavior, 55, 1213-1221.
Liu, N. F., & Carless, D. (2006). Peer feedback: the learning element of peer assessment. Teaching in Higher Education, 11(3), 279-290.
Liu, T., Luo, J., He, H., Zheng, J., Zhao, J., & Li, K. (2018). History-taking instruction for baccalaureate nursing students by virtual patient training: A retrospective study. Nurse education today, 71, 97-104.
Lloyd, H., & Craig, S. (2007). A guide to taking a patient's history. Nursing Standard (through 2013), 22(13), 42- 48.
Lu, J., & Law, N. (2012). Online peer assessment: Effects of cognitive and affective feedback. Instructional Science, 40(2), 257-275.
Lynch, R., McNamara, P. M., & Seery, N. (2012). Promoting deep learning in a teacher education programme through self-and peer-assessment and feedback. European Journal of Teacher Education, 35(2), 179-197.
Lyngå, P., Masiello, I., Karlgren, K., & Joelsson-Alm, E. (2019). Experiences of using an OSCE protocol in clinical examinations of nursing students-A comparison of student and faculty assessments. Nurse Education in Practice, 35, 130-134.
Maas, M. J., Sluijsmans, D. M., van der Wees, P. J., Heerkens, Y. F., Nijhuis-van der Sanden, M. W., & van der Vleuten, C. P. (2014). Why peer assessment helps to improve clinical performance in undergraduate physical therapy education: a mixed methods design. BMC medical education, 14(1), 117.
MacLean, S., Geddes, F., Kelly, M., & Della, P. (2019). Video Reflection in Discharge Communication Skills Training With Simulated Patients: A Qualitative Study of Nursing Students' Perceptions. Clinical Simulation in Nursing, 28, 15-24.
MacLellan, L., Levett‐Jones, T., & Higgins, I. (2015). Nurse practitioner role transition: A concept analysis. Journal of the American Association of Nurse Practitioners, 27(7), 389-397.
Madrazo, L., Lee, C. B., McConnell, M., & Khamisa, K. (2018). Self-assessment differences between genders in a low-stakes objective structured clinical examination (OSCE). BMC Research Notes, 11(1), 393-397.
Maloney, S., Storr, M., Morgan, P., & Ilic, D. (2013). The effect of student self-video of performance on clinical skill competency: a randomised controlled trial. Advances in Health Sciences Education, 18(1), 81-89.
Mamede, S., Schmidt, H. G., & Penaforte, J. C. (2008). Effects of reflective practice on the accuracy of medical diagnoses. Medical education, 42(5), 468-475.
Marrocco, G. F., Ginzburg, E., & Feder, S. L. (2019). Seeing From the Eyes of the Beholder: A Pilot Program for Learning Through Reflection in Graduate Nursing Education. Nursing Education Perspectives, 40(2), 113-115.
Massey, D., Byrne, J., Higgins, N., Weeks, B., Shuker, M.-A., Coyne, E., . . . Johnston, A. N. B. (2017). Enhancing OSCE preparedness with video exemplars in undergraduate nursing students. A mixed method study. Nurse Education Today, 54, 56-61.
Mavis, B. E., Wagner, D. P., Henry, R. C., Carravallah, L., Gold, J., Maurer, J., . . . Saxe, A. (2013). Documenting clinical performance problems among medical students: feedback for learner remediation and curriculum enhancement. Medical Education Online, 18(1), 20598.
Mazor, K. M., Ockene, J. K., Rogers, H. J., Carlin, M. M., & Quirk, M. E. (2005). The relationship between checklist scores on a communication OSCE and analogue patients’ perceptions of communication. Advances in Health Sciences Education, 10(1), 37-51.
McAllister, M., & Osborne, Y. (1997). Peer review: A strategy to enhance cooperative student learning. Nurse Educator, 22(1), 40-44.
McKenna, L., Innes, K., French, J., Streitberg, S., & Gilmour, C. (2011). Is history taking a dying skill? An exploration using a simulated learning environment. Nurse Education in Practice, 11(4), 234-238.
Miller, B., & Carr, K. C. (2016). Integrating standardized patients and objective structured clinical examinations into a nurse practitioner curriculum. The Journal for Nurse Practitioners, 12(5), e201-e210.
Missildine, K., Fountain, R., Summers, L., & Gosselin, K. (2013). Flipping the classroom to improve student performance and satisfaction. Journal of Nursing Education, 52(10), 597-599.
Morrell-Scott, N. (2018). Confidence and deeper learning: simulated practice within pre-registration nurse education. British Journal of Nursing, 27(14), 827-830.
Murphy, C. A., & Kraft, L. A. (1993). Development and validation of the perinatal nursing self-efficacy scale. Scholarly Inquiry for Nursing Practice, 7, 95-95.
Narula, J., Chandrashekhar, Y., & Braunwald, E. (2018). Time to add a fifth pillar to bedside physical examination: inspection, palpation, percussion, auscultation, and insonation. JAMA cardiology, 3(4), 346-350.
Ndiwane, A. N., Baker, N. C., Makosky, A., Reidy, P., & Guarino, A. J. (2017). Use of simulation to integrate cultural humility into advanced health assessment for nurse practitioner students. Journal of Nursing Education, 56(9), 567-571.
Newman, L. R., Lown, B. A., Jones, R. N., Johansson, A., & Schwartzstein, R. M. (2009). Developing a peer assessment of lecturing instrument: lessons learned. Academic Medicine, 84(8), 1104-1110.
Nicolson, P., Burr, J., & Powell, J. (2005). Becoming an advanced practitioner in neonatal nursing: a psycho‐social study of the relationship between educational preparation and role development. Journal of Clinical Nursing, 14(6), 727-738.
Nicol, D. (2010). From monologue to dialogue: improving written feedback processes in mass higher education. Assessment & Evaluation in Higher Education, 35(5), 501-517.
Nicol, D. J., & Macfarlane‐Dick, D. (2006). Formative assessment and self‐regulated learning: A model and seven principles of good feedback practice. Studies in Higher Education, 31(2), 199-218.
Norful, A. A., de Jacq, K., Carlino, R., & Poghosyan, L. (2018). Nurse practitioner–physician comanagement: a theoretical model to alleviate primary care strain. The Annals of Family Medicine, 16(3), 250-256.
O'Farrell, B., Ford-Gilboe, M., & Wong, C. (2000). Evaluation of an advanced health assessment course for acute care nurse practitioners. Canadian Journal of Nursing Leadership, 13(3), 20-27.
O’Brien, T., Talbot, L., & Santevecchi, E. (2015). Strengthening clinical skills using peer-student validation. Nurse Educator, 40(5), 237-240.
Papinczak, T., Young, L., Groves, M., & Haynes, M. (2007). An analysis of peer, self, and tutor assessment in problem-based learning tutorials. Medical Teacher, 29(5), e122-e132.
Paris, S. G., & Winograd, P. (2003). The Role of Self-Regulated Learning in Contextual Teaching: Principals and Practices for Teacher Preparation.
Pirret, A. M., Neville, S. J., & La Grow, S. J. (2015). Nurse practitioners versus doctors diagnostic reasoning in a complex case presentation to an acute tertiary hospital: a comparative study. International Journal of Nursing Studies, 52(3), 716-726.
Planas Lladó, A., Soley, L. F., Fraguell Sansbelló, R. M., Pujolras, G. A., Planella, J. P., Roura-Pascual, N., . . . Moreno, L. M. (2014). Student perceptions of peer assessment: an interdisciplinary study. Assessment & Evaluation in Higher Education, 39(5), 592-610.
Prince, L. K., Campbell, R. C., Gao, S. W., Kendrick, J., Lebrun, C. J., Little, D. J., . . . Saddler, M. (2017). The dialysis orders objective structured clinical examination (OSCE): a formative assessment for nephrology fellows. Clinical Kidney Journal, 11(2), 149-155.
Ramm, D., Thomson, A., & Jackson, A. (2015). Learning clinical skills in the simulation suite: the lived experiences of student nurses involved in peer teaching and peer assessment. Nurse Education Today, 35(6), 823-827.
Rashotte, J., & Carnevale, F. A. (2004). Medical and nursing clinical decision making: a comparative epistemological analysis. Nursing Philosophy, 5(2), 160-174.
Raterink, G. (2016). Reflective journaling for critical thinking development in advanced practice registered nurse students. Journal of Nursing Education, 55(2), 101-104.
Read, E. K., Bell, C., Rhind, S., & Hecker, K. G. (2015). The use of global rating scales for OSCEs in veterinary medicine. PloS One, 10(3), e0121000.
Regehr, G., MacRae, H., Reznick, R. K., & Szalay, D. (1998). Comparing the Psychometric Properties of Checklists and Global Rating Scales for Assessing Performance on an OSCE-format Examination. Academic Medicine, 73, 993-997.
Reinoso, H., Bartlett, J. L., & Bennett, S. L. (2018). Teaching Differential Diagnosis to Nurse Practitioner Students. The Journal for Nurse Practitioners, 14(10), e207-e212.
Reljić, N. M., Pajnkihar, M., & Fekonja, Z. (2019). Self-reflection during first clinical practice: The experiences of nursing students. Nurse education today, 72, 61-66.
Ribbons, B., & Vance, S. (2001). Using e-mail to facilitate nursing scholarship. Computers in Nursing, 19(3), 105-110.
Rush, S., Firth, T., Burke, L., & Marks-Maran, D. (2012). Implementation and evaluation of peer assessment of clinical skills for first year student nurses. Nurse Education in Practice, 12(4), 219-226.
Schon, D. (1983). The Reflective Practitioner: How Professionals Think in Action Basic Books Inc. New York, NY.
Schwartz, T. A. (2014). Flipping the statistics classroom in nursing education. Journal of Nursing Education, 53(4), 199-206.
Sedlak, C. A., & Doheny, M. O. B. (1998). Peer review through clinical rounds: a collaborative critical thinking strategy. Nurse Educator, 23(5), 42-45.
Sethares, K. A., & Morris, N. S. (2016). Learning about and benefiting from peer review: A course assignment for doctoral students at two different universities. Journal of Nursing Education, 55(6), 342-344.
Seto, T. L., Tabangin, M. E., Taylor, K. K., Josyula, S., Vasquez, J. C., & Kamath-Rayne, B. D. (2017). Breaking down the objective structured clinical examination: an evaluation of the Helping Babies Breathe OSCEs. Simulation in Healthcare, 12(4), 226-232.
Shiau, S., Kahn, L. G., Platt, J., Li, C., Guzman, J. T., Kornhauser, Z. G., . . . Martins, S. S. (2018). Evaluation of a flipped classroom approach to learning introductory epidemiology. BMC Medical Education, 18(1), 63.
Shiu, A. T., Chan, C. W., Lam, P., Lee, J., & Kwong, A. N. (2012). Baccalaureate nursing students' perceptions of peer assessment of individual contributions to a group project: A case study. Nurse Education Today, 32(3), 214-218.
Simpkin, A. L., Vyas, J. M., & Armstrong, K. A. (2017). Diagnostic reasoning: an endangered competency in internal medicine training. Annals of Internal Medicine, 167(7), 507-508.
Skillen, D. L., Anderson, M. C., & Knight, C. L. (2001). The created environment for physical assessment by case managers. Western Journal of Nursing Research, 23(1), 72-89.
Slomer, A., & Chenkin, J. (2017). Does Test‐enhanced Learning Improve Success Rates of Ultrasound‐guided Peripheral Intravenous Insertion? A Randomized Controlled Trial. AEM Education and Training, 1(4), 310-315.
Solheim, E., Plathe, H. S., & Eide, H. (2017). Nursing students' evaluation of a new feedback and reflection tool for use in high-fidelity simulation–Formative assessment of clinical skills. A descriptive quantitative research design. Nurse Education in Practice, 27, 114-120.
Soliman, N. A. (2016). Teaching English for academic purposes via the flipped learning approach. Procedia-Social and Behavioral Sciences, 232, 122-129.
Stewart, P., Greene, D., & Coke, S. (2018). Effects of a Peer Evaluation Technique on Nursing Students’ Anxiety Levels. Nurse Educator, 43(4), 219-222.
Stone, R., Cooper, S., & Cant, R. (2013). The value of peer learning in undergraduate nursing education: a systematic review. ISRN Nursing, 2013.
Tamblyn, R. M., Klass, D. J., Schnabl, G. K., & Kopelow, M. L. (1991). Sources of unreliability and bias in standardized‐patient rating. Teaching and Learning in Medicine: An International Journal, 3(2), 74-85.
Tawalbeh, L. I. (2017). Effect of simulation on the confidence of university nursing students in applying cardiopulmonary assessment skills: a randomized controlled trial. Journal of Nursing Research, 25(4), 289-295.
Taylor, I., Bing-Jonsson, P. C., Johansen, E., Levy-Malmberg, R., & Fagerström, L. (2019). The Objective Structured Clinical Examination in evolving nurse practitioner education: A study of students' and examiners’ experiences. Nurse Education in Practice, 37, 115-123.
Tenório, T., Bittencourt, I. I., Isotani, S., Pedro, A., & Ospina, P. (2016). A gamified peer assessment model for on-line learning environments in a competitive context. Computers in Human Behavior, 64, 247-263.
Topping, K. (1998). Peer assessment between students in colleges and universities. Review of educational Research, 68(3), 249-276.
Topping, K. J. (2009). Peer assessment. Theory into practice, 48(1), 20-27.
Tornwall, J. (2018). Peer assessment practices in nurse education: An integrative review. Nurse Education Today, 71, 266- 275.
Tully, J., Dameff, C., Kaib, S., & Moffitt, M. (2015). Recording medical students’ encounters with standardized patients using Google Glass: providing end-of-life clinical education. Academic Medicine, 90(3), 314-316.
Verkuyl, M., Hughes, M., & Fyfe, M. C. (2018). Using Think Aloud in Health Assessment: A Mixed-Methods Study. Journal of Nursing Education, 57(11), 684-686.
Vygotsky, L. S., Cole, M., John-Steiner, V., Scribner, S., & Souberman, E. (1978). The development of higher psychological processes. Mind in society, 1-91.
Wall, P., Andrus, P., & Morrison, P. (2014). Bridging the theory practice gap through clinical simulations in a nursing under-graduate degree program in Australia. International Journal of Learning, Teaching and Educational Research, 8(1). 127-134.
Walsh, M., Bailey, P. H., & Koren, I. (2009). Objective structured clinical evaluation of clinical competence: an integrative review. Journal of Advanced Nursing, 65(8), 1584-1595.
Walshe, N., O'Brien, S., Murphy, S., & Hartigan, I. (2013). Integrative learning through simulation and problem-based learning. Clinical Simulation in Nursing, 9(2), e47-e54.
Wang, S. L., & Hwang, G. J. (2012). The role of collective efficacy, cognitive quality, and task cohesion in computer-supported collaborative learning (CSCL). Computers & Education, 58(2), 679-687.
Wang, X. M., & Hwang, G. J. (2017). A problem posing-based practicing strategy for facilitating students’ computer programming skills in the team-based learning mode. Educational Technology Research and Development, 65(6), 1655-1671.
Wang, X. M., Hwang, G. J., Liang, Z. Y., & Wang, H. Y. (2017). Enhancing students’ computer programming performances, critical thinking awareness and attitudes towards programming: An online peer-assessment attempt. Journal of Educational Technology & Society, 20(4), 58-68.
Wen, M. L., & Tsai, C. C. (2006). University students’ perceptions of and attitudes toward (online) peer assessment. Higher Education, 51(1), 27-44.
White, C. B., Ross, P. T., & Gruppen, L. D. (2009). Remediating students’ failed OSCE performances at one school: the effects of self-assessment, reflection, and feedback. Academic Medicine, 84(5), 651-654.
Xu, P., Chen, Y., Nie, W., Wang, Y., Song, T., Li, H., . . . Zhao, L. (2019). The effectiveness of a flipped classroom on the development of Chinese nursing students' skill competence: A systematic review and meta-analysis. Nurse Education Today, 80, 67-77.
Ye, X. D., Chang, Y. H., & Lai, C. L. (2019). An interactive problem-posing guiding approach to bridging and facilitating pre-and in-class learning for flipped classrooms. Interactive Learning Environments, 27(8), 1075-1092.
Yoo, M. S., & Chae, S. M. (2011). Effects of peer review on communication skills and learning motivation among nursing students. Journal of Nursing Education, 50(4), 230-233.
Young, I., Montgomery, K., Kearns, P., Hayward, S., & Mellanby, E. (2014). The benefits of a peer‐assisted mock OSCE. The clinical teacher, 11(3), 214-218.
Yu, F. Y. (2011). Multiple peer-assessment modes to augment online student question-generation processes. Computers & Education, 56(2), 484-494.
Yu, F. Y., & Liu, Y. H. (2005). Potential values of incorporating a multiple‐choice question construction in physics experimentation instruction. International Journal of Science Education, 27(11), 1319-1335.
Zaman, J. A. (2018). The Enduring Value of the Physical Examination. Medical Clinics, 102(3), 417-423.