Using Real‐Time Power BI Formative Feedback to Improve Nurse Anesthesia Students' Clinical Competence: An Educational Intervention
ABSTRACT Background and Aims The escalating complexity of diseases and the burgeoning demand for proficient nurse anesthetists underscore the critical need for graduates optimally equipped to deliver competent care across varying patient conditions. Given the gap between the expected and actual clin...
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| Format: | Article |
| Language: | English |
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Wiley
2025-01-01
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| Series: | Health Science Reports |
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| Online Access: | https://doi.org/10.1002/hsr2.70358 |
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| author | Ali Khalafi Sajjad Choopani Nooshin Sarvi‐Sarmeydani Elham Maraghi |
| author_facet | Ali Khalafi Sajjad Choopani Nooshin Sarvi‐Sarmeydani Elham Maraghi |
| author_sort | Ali Khalafi |
| collection | DOAJ |
| description | ABSTRACT Background and Aims The escalating complexity of diseases and the burgeoning demand for proficient nurse anesthetists underscore the critical need for graduates optimally equipped to deliver competent care across varying patient conditions. Given the gap between the expected and actual clinical competencies among graduates, this study aimed to evaluate the impact of formative assessment coupled with immediate online feedback on the clinical competence of anesthesia nursing students in peri‐anesthesia care. Methods This educational intervention was conducted with the participation of nurse anesthesia students who were enrolled into intervention and control groups. The intervention entailed providing immediate, web‐based feedback on students' performance through a visual dashboard on Microsoft Power BI, along with weekly assessments using the Common Clinical Assessment Tool (CCAT). The control group received traditional, verbal feedback. Results Statistical analysis revealed significant improvements in clinical competence scores in the intervention group compared to the control group. The intervention group showed a notable progression in clinical competency scores from baseline to endpoint (mean scores: 35.06 ± 1.62 to 79.58 ± 1.02), significantly outperforming the control group (mean scores: 29.93 ± 1.38 to 62.09 ± 1.47, p‐value < 0.0001). Conclusions Integrating formative assessment with immediate online feedback (e.g., Microsoft Power BI) demonstrably enhances clinical competence in student nurse anesthetists. This study advocates for such advanced feedback mechanisms in competency‐based nursing education to address competency gaps. These innovative approaches to education and evaluation hold promise for preparing competent nurse anesthetists, potentially leading to improved anesthesia care quality and patient safety. |
| format | Article |
| id | doaj-art-d166e21fad4244f5baf99d9d2c97a49d |
| institution | Kabale University |
| issn | 2398-8835 |
| language | English |
| publishDate | 2025-01-01 |
| publisher | Wiley |
| record_format | Article |
| series | Health Science Reports |
| spelling | doaj-art-d166e21fad4244f5baf99d9d2c97a49d2025-01-29T03:42:39ZengWileyHealth Science Reports2398-88352025-01-0181n/an/a10.1002/hsr2.70358Using Real‐Time Power BI Formative Feedback to Improve Nurse Anesthesia Students' Clinical Competence: An Educational InterventionAli Khalafi0Sajjad Choopani1Nooshin Sarvi‐Sarmeydani2Elham Maraghi3Department of Anesthesiology, School of Allied Medical Sciences Ahvaz Jundishapur University of Medical Sciences Ahvaz IranDepartment of Anesthesiology, School of Allied Medical Sciences Ahvaz Jundishapur University of Medical Sciences Ahvaz IranDepartment of Anesthesiology, School of Allied Medical Sciences Ahvaz Jundishapur University of Medical Sciences Ahvaz IranDepartment of Biostatistics and Epidemiology, Faculty of Public Health Ahvaz Jundishapur University of Medical Sciences Ahvaz IranABSTRACT Background and Aims The escalating complexity of diseases and the burgeoning demand for proficient nurse anesthetists underscore the critical need for graduates optimally equipped to deliver competent care across varying patient conditions. Given the gap between the expected and actual clinical competencies among graduates, this study aimed to evaluate the impact of formative assessment coupled with immediate online feedback on the clinical competence of anesthesia nursing students in peri‐anesthesia care. Methods This educational intervention was conducted with the participation of nurse anesthesia students who were enrolled into intervention and control groups. The intervention entailed providing immediate, web‐based feedback on students' performance through a visual dashboard on Microsoft Power BI, along with weekly assessments using the Common Clinical Assessment Tool (CCAT). The control group received traditional, verbal feedback. Results Statistical analysis revealed significant improvements in clinical competence scores in the intervention group compared to the control group. The intervention group showed a notable progression in clinical competency scores from baseline to endpoint (mean scores: 35.06 ± 1.62 to 79.58 ± 1.02), significantly outperforming the control group (mean scores: 29.93 ± 1.38 to 62.09 ± 1.47, p‐value < 0.0001). Conclusions Integrating formative assessment with immediate online feedback (e.g., Microsoft Power BI) demonstrably enhances clinical competence in student nurse anesthetists. This study advocates for such advanced feedback mechanisms in competency‐based nursing education to address competency gaps. These innovative approaches to education and evaluation hold promise for preparing competent nurse anesthetists, potentially leading to improved anesthesia care quality and patient safety.https://doi.org/10.1002/hsr2.70358clinical competencecompetency‐based medical educationformative feedbacknurse anesthetistsnursing assessment |
| spellingShingle | Ali Khalafi Sajjad Choopani Nooshin Sarvi‐Sarmeydani Elham Maraghi Using Real‐Time Power BI Formative Feedback to Improve Nurse Anesthesia Students' Clinical Competence: An Educational Intervention Health Science Reports clinical competence competency‐based medical education formative feedback nurse anesthetists nursing assessment |
| title | Using Real‐Time Power BI Formative Feedback to Improve Nurse Anesthesia Students' Clinical Competence: An Educational Intervention |
| title_full | Using Real‐Time Power BI Formative Feedback to Improve Nurse Anesthesia Students' Clinical Competence: An Educational Intervention |
| title_fullStr | Using Real‐Time Power BI Formative Feedback to Improve Nurse Anesthesia Students' Clinical Competence: An Educational Intervention |
| title_full_unstemmed | Using Real‐Time Power BI Formative Feedback to Improve Nurse Anesthesia Students' Clinical Competence: An Educational Intervention |
| title_short | Using Real‐Time Power BI Formative Feedback to Improve Nurse Anesthesia Students' Clinical Competence: An Educational Intervention |
| title_sort | using real time power bi formative feedback to improve nurse anesthesia students clinical competence an educational intervention |
| topic | clinical competence competency‐based medical education formative feedback nurse anesthetists nursing assessment |
| url | https://doi.org/10.1002/hsr2.70358 |
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