1.Immonen K, Oikarainen A, Tomietto M, Kääriäinen M, Tuomikoski A-M, Kaučič BM, et al. Assessment of nursing students' competence in clinical practice: A systematic review of reviews. International Journal of Nursing Studies. 2019; 100:103414.
2.Rourke S. How does virtual reality simulation compare to simulated practice in the acquisition of clinical psychomotor skills for pre-registration student nurses? A systematic review. International journal of nursing studies. 2020; 102:103466.
3.Fakouri E, Keshmiri F. Formative evaluation through Case-based Discussion method in gynecological diseases internship. Horizon of Medical Education Development. 2022;12: 73-64.
4.Young T, Jokwiro Y, editors. The challenge of moving clinical assessment online for a whole of nursing curriculum. Pebblebash Conference; 2016.
5.Jani MR, Barzegari Z, Razmara M, Nikkhah beydokhti A, Gharib H, Dastgerdi G, et al. The viewpoint of clinical students and trainers in Qaen school of nursing and midwifery about facilitating and inhibiting factors in clinical skills learning. Horizon of Medical Education Development, 2022; 12(4): 84-74.
6.Preston R, Gratani M, Owens K, Roche P, Zimanyi M, Malau-Aduli B. Exploring the impact of assessment on medical students’ learning. Assessment & Evaluation in Higher Education. 2020; 45(1):109-24.
7.Li H, Xiong Y, Hunter CV, Guo X, Tywoniw R. Does peer assessment promote student learning? A meta-analysis. Assessment & Evaluation in Higher Education. 2020; 45(2):193-211.
8.Lewis P, Hunt L, Ramjan LM, Daly M, O'Reilly R, Salamonson Y. Factors contributing to undergraduate nursing students' satisfaction with a video assessment of clinical skills. Nurse Educ Today. 2020; 84:104244.
9.Afshar M, Rajabzadeh F, Hassannejad E. Assessing the Self-Assessment Ability of Using the Radiology Internship learnings in Medical Graduates of Islamic Azad niversity of Mashhad. Horizon of Medical Education Development. 2024;15: 25-34.
10.Higgins JP, Savović J, Page MJ, Elbers RG, Sterne JA. Assessing risk of bias in a randomized trial. Cochrane handbook for systematic reviews of interventions. 2019: 205-28.
11.Limaye D, Limaye V, Pitani RS, Fortwengel G, Sydymanov A, Otzipka C, et al. Development of a quantitative scoring method for STROBE checklist. Saudi J Anaesth. 2019; 13: S31–S34.
12.Lee-Hsieh J, Kao C, Kuo C, Tseng HF. Clinical nursing competence of RN-to-BSN students in a nursing concept-based curriculum in Taiwan. The Journal of nursing education. 2003; 42(12):536-45.
13.O'Connor T, Fealy GM, Kelly M, Mc Guinness AM, Timmins F. An evaluation of a collaborative approach to the assessment of competence among nursing students of three universities in Ireland. Nurse Educ Today. 2009;29(5):493-9.
14.Levett-Jones T, Gersbach J, Arthur C, Roche J. Implementing a clinical competency assessment model that promotes critical reflection and ensures nursing graduates' readiness for professional practice. Nurse education in practice. 2011; 11(1):64-9.
15.Ulfvarson J, Oxelmark L. Developing an assessment tool for intended learning outcomes in clinical practice for nursing students. Nurse Educ Today. 2012; 32(6):703-8.
16.Lilja Andersson P, Ahlner-Elmqvist M, Johansson UB, Larsson M, Ziegert K. Nursing students' experiences of assessment by the Swedish National Clinical Final Examination. Nurse Educ Today. 2013; 33(5):536-40.
17.Nielsen C, Sommer I, Larsen K, Bjørk IT. Model of practical skill performance as an instrument for supervision and formative assessment. Nurse education in practice. 2013; 13(3):176-80.
18.Hsu LL, Hsieh SI. Development and psychometric evaluation of the competency inventory for nursing students: a learning outcome perspective. Nurse Educ Today. 2013; 33(5):492-7.
19.Löfmark A, Thorell-Ekstrand I. Nursing students' and preceptors' perceptions of using a revised assessment form in clinical nursing education. Nurse education in practice. 2014; 14(3):275-80.
20.Skúladóttir H, Svavarsdóttir MH. Development and validation of a Clinical Assessment Tool for Nursing Education (CAT-NE). Nurse education in practice. 2016; 20:31-8.
21.Jung J, Franzen D, Lawson L, Manthey D, Tews M, Dubosh N, et al. The National Clinical Assessment Tool for Medical Students in the Emergency Department (NCAT-EM). The western journal of emergency medicine. 2018; 19(1):66-74.
22.Tremblay M, Vallée C, Carignan M, Provencher V, Delli-Colli N, Poulin V, et al. Design and implementation of the Competency Assessment Tool (CAT): user experience usability study. Informatics for health & social care. 2020; 45(1):57-76.
23.Elisha S, Bonanno L, Porche D, Mercante DE, Gerbasi F. Development of a Common Clinical Assessment Tool for Evaluation in Nurse Anesthesia Education. AANA journal. 2020; 88(1):11-7.
24.Mårtensson G, Lind V, Edin K, Hedberg P, Löfmark A. Development and validation of a clinical assessment tool for postgraduate nursing education: A consensus-group study. Nurse education in practice. 2020; 44:102741.
25.Yilmaz DU, Sari D. Examining the effect of simulation-based learning on intravenous therapy administration'knowledge, performance, and clinical assessment skills of first-year nursing students. Nurse Education Today. 2021; 102:104924.
26.Habibi H, Khaghanizade M, Mahmoodi H, Ebadi A, seyedmazhari M. Comparison of the Effects of Modern Assessment Methods (DOPS and Mini-CEX) with traditional method on Nursing Students' Clinical Skills: A Randomized Trial. Iranian Journal of Medical Education. 2013; 13(5):364-72.
27.Ahmady S, Asayesh H, Aghaali M, Safaeipour R. A Comparison of the Effect of Clinical Evaluation by Two Methods of Electronic Portfolio and Conventional on the Level of Students’ Satisfaction. Qom University of Medical Sciences Journal. 2016; 9(12):41-9.
28.Zand S, Jafarimanesh H, Rezaee N, B P. Designing a continuous evaluation system of nursing students' clinical performance through mobile phones. Zanjan Medical Sciences Education Development 2015; 8(19):1-4.
29.Jesmi A, Sanagoo A, Lila J. Can We Use the Key Feature Tests for the Assessment of Clinical Reasoning of Nursing Students? J Educ Ethics Nurs. 2017; 6(1-2):10-4.
30.Samadi N, Varei Sh, Ghiyasvandian Sh, Allahyari I, Sh M. Effect of 360-Degree Feedback on the Evaluation of the Clinical Skills of Nursing Students of Ardabil University of Medical Sciences. Journal of Clinical Nursing and Midwifery. 2019; 7(4):250-7.
31.Salehi k, Salehi z, Shakour m, Haghani f. A review on OSCE for clinical evaluation of nursing and midwifery students in Iran. Bimonthly of Education Strategies in Medical Sciences. 2018;11(2):73-82.
32.Zarifnejad G, Rajabpoor M, Sharafi S, Mohsenizadeh M, Nejat-Mohammad A. Comparison the effect of clinical evaluation by two methods of Case based Discussion and logbooks on satisfaction of nursing students. Research in Medical Education. 2019; 11(3):30-8.
33.Li S, Ye X, Chen W. Practice and effectiveness of “nursing case-based learning” course on nursing student's critical thinking ability: A comparative study. Nurse education in practice. 2019; 36:91-6.
34.Jamaludin TSS, Nurumal MS, Ahmad N, Aesah S, Muhammad N, Chan CM. Soft skill elements in structured clinical nursing assessment for undergraduate nursing students: A systematic review. Enfermeria clinica. 2021; 31: S58-S62.
35.Beogo I, Rojas BM, Gagnon MP, Liu CY. Psychometric evaluation of the French version of the Clinical Nursing Competence Questionnaire (CNCQ-22): A cross-sectional study in nursing education in Burkina Faso. Nurse Educ Today. 2016; 45:173-8.
36.Ghiasi F. Investigation into the effectiveness of an Introduction to OSCE workshop in reducing the students of Ilam University of Medical Scinces ‘stress level during the test. Technology and Research Information System. 2021; 4(3):0-10.
37.Adib-Hajbaghery M, Yazdani M. Effects of OSCE on learning, satisfaction and test anxiety of nursing students: a review study. Iranian Journal of Medical Education. 2018;18(0):70-83.
38.Noohi E, Motesadi M, Haghdoost A. Clinical Teachers' Viewpoints towards Objective Structured Clinical Examination in Kerman University of Medical Science. Iranian Journal of Medical Education. 2008; 8(1):113-20.
)