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ERIC Number: EJ845022
Record Type: Journal
Publication Date: 2009
Pages: 6
Abstractor: As Provided
Reference Count: 15
ISSN: ISSN-0894-1912
From the Eye of the Nurses: 360-Degree Evaluation of Residents
Ogunyemi, Dotun; Gonzalez, Gustavo; Fong, Alex; Alexander, Carolyn; Finke, David; Donnon, Tyrone; Azziz, Ricardo
Journal of Continuing Education in the Health Professions, v29 n2 p105-110 Spr 2009
Introduction: Evaluations from the health care team can provide feedback useful in guiding residents' professional growth. We describe the significance of 360-degree evaluation of residents by the nursing staff. Methods: A retrospective analysis of 1642 nurses' anonymous evaluations on 26 residents from 2004 to 2007 was performed. Nurses' evaluations of residents on communication with patients, interactions with peers, and professionalism were compared to faculty evaluations and standard medical examination scores. Data were analyzed with the use of the chi-square test, the t test, analyses of variance (ANOVAs), and Spearman's correlation. A P value of less than 0.05 was considered significant. Results: Strong correlations were noted between nursing evaluation categories (r = 0.74-0.80, P less than 0.001), whereas weak correlations occurred between nursing and faculty evaluations (r = 0.065-0.119, P less than 0.001). There were weak negative correlations between nursing evaluations and standard medical examination scores (r = -0.08 to -0.10, P less than 0.001). Specific graduating resident classes, the obstetrical rotation, and senior or male residents were significantly associated with negative nursing evaluations. Discussion: Nursing staff can assess residents on the competencies of interpersonal and communication skills and professionalism. These evaluations provide different perceptions of residents' behavior, which can be useful for formative feedback in residents' development. (Contains 2 tables.)
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Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A