=Paper=
{{Paper
|id=Vol-3659/IJCKG_2023_D2
|storemode=property
|title=A study of evaluation methods for individual contribution in group work using a online tool for creating nursing care plan and pathological related diagram
|pdfUrl=https://ceur-ws.org/Vol-3659/IJCKG_2023_D2.pdf
|volume=Vol-3659
|authors=Moe Fujii,Akiko Williamson,Munehiko Sasajima
|dblpUrl=https://dblp.org/rec/conf/jist/FujiiWS23
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==A study of evaluation methods for individual contribution in group work using a online tool for creating nursing care plan and pathological related diagram==
https://ceur-ws.org/Vol-3659/IJCKG_2023_D2.pdf
A study of evaluation methods for individual
contribution in group work using a online tool for
creating nursing care plan and pathological related
diagram
Moe Fujii1 , Akiko Williamson2 and Munehiko Sasajima1
1
University of Hyogo, 8-2-1, Gakuennishimachi, Nishi-ku, Kobe-shi, Hyogo, 651-2103, Japan
2
Kobe University Hospital’s Department of Nursing, 7-5-2 Kusunokicho Chuo-ku, Kobe-shi, Hyogo, 650-0017, Japan
Abstract
Those who become nurses need to acquire the ability to develop the nursing process, and to this end, they
are conducting an exercise in which they work in groups to create a nursing care plan and pathological
related diagram. In this study, we address the issue that it is difficult for teachers to properly evaluate
individuals when grading this exercise. We use an online tool for group work to create a nursing care
plan and pathological related diagram, and to measure the contribution of each individual from the tool’s
log. Currently we are evaluating the model using log data from real nursing learners.
Keywords
nursing care plan and pathological related diagrams, group work, evaluation of learners,
1. Introduction
Nurses are required to carry out a series of nursing processes, such as collecting patient
information, clarification of assessment and problem, developing a nursing plan, implementing
and evaluating the plan. In nursing education, in order to acquire this ability, nursing students
and new nurses practice making a nursing care plan and pathological related diagram, which
represents the nursing process in a graphical structure, individually or in groups. An example
of a description of a nursing care plan and pathological related diagram is shown in Fig. 1.
This study focuses on an exercise in which learners work in groups to create a nursing care
plan and pathological related diagram. In this case, it is not easy for the instructor to grasp
all the efforts of each learner during the exercise and to provide appropriate guidance and
evaluation for each individual. Appropriate evaluation of individuals in group work, not only in
exercises of creating a nursing care plan and pathological related diagram, is considered to be
related to the motivation of the learners to work. In addition to marking exercises, the instructor
also has other tasks to perform, so it is important for the instructor to be able to evaluate the
work of the learners. A method is needed to appropriately evaluate the individuals in the group
without increasing their workload as much as possible. In this study, with the aim of supporting
IJCKG 2023 Poster and Demo track
$ ad23w062@guh.u-hyogo.ac.jp (M. Fujii); wakiko75@med.kobe-u.ac.jp (A. Williamson);
sasajima@sis.u-hyogo.ac.jp (M. Sasajima)
© 2023 Copyright for this paper by its authors. Use permitted under Creative Commons License Attribution 4.0 International (CC BY 4.0).
CEUR
Workshop
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http://ceur-ws.org
ISSN 1613-0073
CEUR Workshop Proceedings (CEUR-WS.org)
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Workshop ISSN 1613-0073
Proceedings
サードスペースに移動し
循環血液量増加 ＃肺合併症 ＃ダンピング症候群
た体液が血管内に戻る
術後酸素投与
尿量減少
早期ダンピング
尿量増加
気道内分泌増
呼吸数増加 気道内分泌貯留
加 ＃皮膚統合性障害
腎血流量低下 後期ダンピン
下痢
グ
組織の酸素欠乏 気 道内分 泌
抗利尿ホルモン亢進 気管内挿管による機械
心拍出量低下 の粘稠化
的刺激
褥瘡発生 腸蠕動亢進 低血糖
酸素消費量増加
心拍数増加 人工呼吸器管理 乾燥刺激
血圧低下 ブリンクマン指数： 腸管内容の インスリン
移動・移乗時
1000 高浸透圧 過剰分泌
代謝亢進 神戸花子 ＃膵液瘻 の摩擦
女性、61 歳
脱水 循環血液量減少
不感蒸泄 食物が小腸へ 食後血糖の急激
膵臓損傷 血行障害
体温上昇
急速に流入 な上昇
胃癌 高齢 慣れない環境
プロポフォール
血管透過性亢進 血 漿 成 分が サ ード ス ペ ＃術後出血
術中操作
覚醒時シバリング ースに移動 食物貯留機能低下
全身麻酔
ロクロニウム
せん妄 転倒
炎症サイトカイン産生 （筋弛緩薬使用）
侵襲 術後食事再開 ＃縫合不全
腹腔鏡下胃全摘術
術後疼痛 体動抑制 筋力低下
麻酔薬が切れると体温
術中低体温 熱生産低下 中枢性の体温調節機 末梢血管拡張 （R-Y 再建）
調整中枢の抑制解除
能抑制
＃身体損傷リスク ADL 低下
ドレーン留置 気腹 ﾌｪﾝﾀﾆﾙ入り硬膜外
＃イレウス 腸蠕動低下 消化管機能低下 カテーテル
浸出液貯留 逆行リスク 予定外抜去
血中 CO2 濃度上昇
留置物多数 ADL 介助
感染菌の増殖 ＃感染 ＃セルフケア不足
DVT
Figure 1: A nursing care plan and pathological related diagram of gastric cancer.(in Japanese)
instructors in appropriately guiding and evaluating individual learners, we investigate a method
for measuring the contribution of individuals in a group in the creation of nursing care plan and
pathological related diagrams using an online tool, with which jointly developed with the Kobe
University Hospital’s Department of Nursing. Specifically, we developed a model to measure
the contribution of individuals in group work, and calculated the contribution of each individual
from the log data generated by the online tool. By calculating from the log data, we contribute
to avoid increasing the burden on the instructor in the evaluation process.
2. Related Works
Not only nursing care plan and pathological related diagrams exercises, but also other nursing
exercises are often conducted in a group format[1]. There are two main reasons for this. The
first is that through group learning, students can acquire the skills necessary for future team
nursing. The second reason is that nurses work in groups in actual nursing practice, and this has
attracted attention as an educational method[2][3]. Group work has also been widely introduced
outside the field of nursing education, but there are various discussions about the method of
individual evaluation in group work. For example, there is mutual evaluation within the group,
submission of work reports, final reports and comprehension tests, etc., and instructors evaluate
individuals based on an evaluation model that combines these methods[4][5][6]. In addition,
some studies have developed their own group work support systems and monitor learners’
activities based on the use of these systems[6][7].
However, these methods place an additional burden on learners and instructors in terms of
creating and scoring evaluation materials other than group work products.
3. Methods
In this study, a tool to support the creation of nursing care plan and pathological related diagrams
called "CO-LAB NOTE" is used. The area where nursing care plan and pathological related
diagrams are created is called a canvas, where nodes and node links are combined. A node is a
rectangle that describes a condition or disease name, while a node link is an arrow line in a
single direction that represents the causal relationship between nodes. The tool allows multiple
learners to edit at the same time. In addition, each time an operation is performed on the tool,
log data is stored to show who performed what operation and when.
The flow of a nursing care plan and pathological related diagram exercise is as following:
(STEP1)The instructor sets up a patient situation as a task for the exercise and gives it to
the learners, (STEP2)Learners work in groups to create a nursing care plan and pathological
related diagram using CO-LAB NOTE in response to the set task, (STEP3) When the learners
have completed the nursing care plan and pathological related diagram, they submit it to the
instructor as a PDF file, and (STEP4)The instructor evaluates the learner based on the submitted
the nursing care plan and pathological related diagram and the learner’s efforts observed by the
instructor during the exercise.
In this study, an approach is made to step4. Specifically, the work log of the learner’s creation
of nursing care plan and pathological related diagrams using CO-LAB NOTE is passed to the
individual contribution evaluation module. The module calculates the individual contribution by
referring to the contribution model that has been created in advance. The instructor evaluates
the learner based on these results.
In developing the contribution model, a definition of contribution needs to be considered. In
this study, two definitions were used, which are described below. In definition 1, learners who
performed many operations in the process of making the diagram were considered to have a
high contribution, and the contribution was defined as the percentage of operations performed
in the process of making it. In Definition 2, learners who were involved in the creation of
the completed nursing care plan and pathological related diagram a lot were considered to
have a high contribution, and the contribution was the percentage of the nursing care plan and
pathological related diagram that was finally submitted by the individual. When Definition 1 was
adopted, if a learner repeatedly performed meaningless operations, he or she would be placed
at the top of the contribution level. To prevent this, we considered Definition 2. Meaningless
operations here refer to those that are not directly related to the instructor’s grading of the
content of nursing care plan and pathological related diagrams, such as changing the display
position of a node to improve its appearance.
4. Results and Discussion
To evaluate the proposed model, we analysed log data from real nursing learners. We asked 20
groups of nursing students to use the tool in an in-class exercise at a nursing college in Japan
and used their work logs as input data for the module. Table1 shows a result of one of the 20
groups, consisting of 6 members.
Table 1
Contribution results in Experiment.
userID contrib. model1 contrib. model2 userID contrib. model1 contrib. model2
261 0.491 0.351 264 0.172 0.171
265 0.121 0.245 262 0.117 0.090
260 0.097 0.139 259 0.001 0.004
As a result of the analysis, it can be read that there is a large difference in the level of
contribution. This is thought to be because the CO-LAB NOTE used in this study was only
available for PCs, and not all of the nursing learners who participated in the experiment had PCs,
so the roles were divided between them. Therefore, in the future, it will be necessary to organize
the environment in which students can use PCs, to make the tool compatible with iPads and
other devices in addition to PCs, and to improve the fact that the level of contribution cannot be
measured correctly when the person who initiated the idea and the person who filled in the tool
are different. In addition, the results of the evaluation of the model are currently being presented
to the instructors, and we are waiting for feedback on the instructors’ conventional evaluation
criteria, the usefulness of the model, and the differences from the actual evaluation. Furthermore,
as we were only able to measure contribution in terms of workload in this experiment, it is
necessary to consider a model that also takes into account the content of the nursing care plan
and pathological related diagram. For example, we are considering giving points to learners
who created important keywords, or to the creators of the process of arriving at the correct
nursing diagnosis name.
5. Conclusion
As a method of individual evaluation in group work, we proposed to measure individual
contribution by creating group products using an online tool and analyzing their log data.
Now, we have created a module for measuring individual contribution, verified that the module
performs the expected behavior, and are analyzing the actual data. In the future, we will improve
the module by organizing the evaluation criteria of the instructor and having the instructor
check the results of the analysis.
Acknowledgment Part of this work was supported by the New Energy and Industrial Technology
Development Organization (NEDO) JPNP18002.
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