This study aimed to explore the perceptions and experiences of peer evaluation (PE) in group work (GW) among nursing students at the Faculty of Nursing and Health Sciences, Bethlehem University, Palestine in spring 2016. While previous studies have examined the importance of PE in GW in a variety of disciplines in higher education, researchers have not paid much attention to PE in the assessment of nursing students in Palestine. A qualitative approach was used on a sample population of third- and fourth-year nursing students (n = 70) at Bethlehem University who had participated in PE in previous courses at least three times. Results revealed that participation in GW promoted the students' leadership skills, team spirit, self-confidence, and respect for others, while significantly contributing to their professional growth. The results also highlighted challenges to GW such as distributing assignments to groups and providing clear specifications for the group leader's role. Results also showed that the main challenges facing PE were the lack of objectivity, fairness, anonymity, and clear evaluation criteria, as well as the limited items in the evaluation forms. The study recommended the development of a faculty handbook containing guidelines for GW and PE, conducting training sessions for students, and encouraging all faculty members to use GW and PE routinely in their teaching practices.
هدفت هذه الد ا رسة إلى استكشاف مفهوم وتجربة طلبة التمريض لتقييم الأق ا رن في العمل الجماعي في كلية التمريض والعلوم الصحية، جامعة بيت لحم، فلسطين في ربيع 2016 . بينما تناولت الد ا رسات السابقة أهمية تقييم الأق ا رن في العمل الجماعي في مجموعات متنوعة من التخصصات في التعليم العالي، لم يول الباحثون اهتماما كبي ا ر لتقييم الأق ا رن في تقييم طاب التمريض في فلسطين. استخدمت هذه الد ا رسة المنهجً وتكون مجتمع الد ا رسة من طلبة التمريض في السنتين الثالثة وال ا ربعة من كلا الجنسين )ن = 70 ( في جامعة بيت لحم الذين شاركوا في العمل الجماعي وتقييم الاق ا رن ثاث م ا رت على الأقل .بينت نتائج الد ا رسة أن المشاركة في العمل الجماعي عززت مها ا رت القيادة لدى الطلبة، وروح الفريق، والثقة بالنفس، واحت ا رم الآخرين، مع المساهمة بشكل كبير في تطورهم المهني. وأضفى تقييم الأق ا رن على الطلبة إحساسًا أكبر بالمسؤولية للمشاركة بنشاط في العمل الجماعي والعملية التعلمية والتعليمية. وسلطت النتائج أيضًا على التحديات التي واجهها الطلبة في العمل الجماعي في هذا المجال مثل توزيع المهام بين أعضاء المجموعات، والحفاظ على ديناميكية المجموعة طوال الفصل الد ا رسي، وتحديد مواصفات واضحة لدور قائد المجموعة. أظهرت النتائج أيضا أن التحديات الرئيسة التي واجهها الطلبة في تقييم الأق ا رن هي الافتقار إلى الموضوعية والإنصاف وعدم وجود السرية والمعايير الواضحة لهذه العملية، فضاً عن حصر الطالب بالبنود المتواجدة في نموذج التقييم. اوصت الد ا رسة بتطوير كتيب يحتوي على الإرشادات الخاصة في العمل الجماعي وتقييم الأق ا رن، وتنظيم جلسات تدريبية للطلبة حول أهمية والية المشاركة في العمل الجماعي وتقييم الأق ا رن، وتشجيع جميع أعضاء هيئة التدريس على استخدام العمل الجماعي وتقييم الأق ا رن بشكل مستمر في ممارساتهم التعليمية.
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