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This study examined teacher nurses’ experiences with student evaluations in clinical settings and classrooms. Data from 28 educators were collected via in-depth semi-structured interviews and analyzed using content analysis with constant comparison. 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In nursing education, ensuring the competence of nursing graduates is of particular importance. The main objective of this study was to investigate teacher nurses' experience about student evaluations in clinical settings and classrooms. The experiences of 28 educators were collected until data saturation through in-depth semi-structured interviews. Data were analyzed using content analysis method. The constant comparison method was used in order to perform qualitative analysis. Accuracy and consistency of the study was obtained with regard to the four axes of real value, applicability, continuity, and fact-based. During the data analysis, three main themes emerged: effectiveness of the implementation process, feedback efficiency, and collaborative evaluation. Findings reveal a gap between what Iranian nursing teachers understand as being a fair and equitable efficient evaluation and what they have experienced during their careers. We discovered that accuracy evaluation has the potential play a critical role in changing traditionally taught nursing education programs and increasing student’s confidence regarding their impact on patient care outcomes. In conclusion, findings suggest that collaborative evaluation can affect the professional competency of students before they enter a clinical setting; by attention to influence of teachers on the nursing profession through the preparation of its practitioners. The implications of such findings are of concern for the ongoing credibility and integrity of student evaluation.\u003Cbr>Keywords: Understanding experiences, nursing educators, evaluation process, clinical setting, content analysis, qualitative study. |\n| --- |\n| *Corresponding author. E-mail: [elahi-n@ajums.ac.ir](elahi-n@ajums.ac.ir). |\n\nINTRODUCTION  \nEvaluation is one of the most important aspects of the education process. Evaluation is an important mean for educators, managers and nurses to gain information about nurses' professional strengths and weaknesses and consequently educational and developmental needs (Numminen et al. , 2014) . This process helps students to obtain the desired skills and goals. Also, it assists educators in designing a comprehensive and acceptable system (Oermann et al. , 2009) . Cazzell and Rodriguez (2011) believe a proper evaluation is an evaluation that focuses on learning and teaching qualifications and not on improving the teaching. From the students'perspective, the assessments validate their progress through the program . Therefore, assessment becomes a  \nmotivating force for student learning (Shumway et al. , 2003) .  \nIn nursing education, assessment of student learning is undertaken for a number of reasons, such us to ascertain that students have acquired the necessary knowledge and skills prior to graduation and to measure their preparedness and judgment to ensure effective, safe, and ethical patient care (Badros et al. , 2005; Salsali 2005) . Also, it ensures graduates have the skills to be competent and safe practitioners (Bradshaw, 2011) . A study conducted by Salsali et al. (2005) in Iran showed that due to lack of appropriate evaluation tools, 70% of nurses' activities are repetitive in hospitals. Negative outcomes of an evaluation performance can include loss  \nin job satisfaction, low motivation, indifference to do duties, and a reduction in system efficiency (Cazzell and Rodriguez, 2011) . Consequently, appl","cbCaieIceLBN8vKr","https://ap.wps.com/l/cbCaieIceLBN8vKr","pdf",106096,"English","# ABSTRACT\n# INTRODUCTION\n## Background and importance of evaluation\n## Purpose and needs in nursing education\n# METHODOLOGY\n## Design","[{\"question\":\"What is the main purpose of the study?\",\"answer\":\"The study investigates teacher nurses’ experiences with student evaluations in clinical settings and classrooms from a socio-cultural perspective.\"},{\"question\":\"How were the data collected and analyzed?\",\"answer\":\"Experiences of 28 educators were gathered through in-depth semi-structured interviews and analyzed using qualitative content analysis with the constant comparison method.\"},{\"question\":\"What key themes were identified in the findings?\",\"answer\":\"Three main themes emerged: effectiveness of the implementation process, feedback efficiency, and collaborative evaluation.\"}]","How to make clinical and classroom evaluation in nursing effective - Full Length Research Paper | PDF",1792070391,18]