1. Introduction to the teaching evaluation system of clinical nursing

1.1. Definition and importance of clinical nursing teaching evaluation system

The clinical nursing teaching evaluation system refers to the sum of a series of standards and methods that comprehensively and systematically evaluate the learning effectiveness of students, the teaching quality of teachers, and the scientificity of curriculum design in the process of nursing education. It aims to promote the continuous improvement of nursing education and the improvement of the quality of talent training through scientific evaluation methods. The teaching evaluation system is an important mechanism for the quality assurance of nursing education, which can find and correct problems in the education process in time and ensure the realization of educational goals. Through evaluation, students can be provided with feedback to help them identify their strengths and weaknesses and then adjust their learning strategies to improve their learning outcomes [1]. For teachers, the evaluation system helps them understand the teaching effect, reflect on the teaching method, and then optimize the teaching strategy and improve the teaching quality.

1.2. The composition of the teaching evaluation system of clinical nursing

The evaluation of students' performance includes mid-term examinations, final examinations, homework, experimental reports and other links, which comprehensively reflects students' mastery and application ability of professional knowledge. Internship evaluation evaluates students' performance in clinical internships, including assessment of responsibility, communication skills, teamwork skills, and professional skills. Internship evaluation is an important way to test students' practical ability. Teacher Teaching Quality EvaluationStudents evaluate teachers' teaching attitudes, teaching levels, teaching methods and teaching effects, and comprehensively evaluate teachers' teaching quality by combining multiple evaluation methods such as teaching supervision and peer evaluation. The course design evaluation evaluates the scientificity, practicability, innovation and whether the course content meets the needs of the nursing industry, so as to ensure that the course design can keep pace with the times and meet the needs of clinical nursing practice.

1.3. The function of the teaching evaluation system of clinical nursing

Through the setting of evaluation goals, teachers and students are shown the direction of teaching and learning, and teaching activities are guided towards the established educational goals. In the evaluation process, adjust the teaching plan, teaching methods and teaching content in a timely manner according to the evaluation results to ensure that the teaching activities can be carried out efficiently and orderly; Through summative evaluation, the learning outcomes of students, the teaching quality of teachers and the effect of curriculum design are objectively and fairly evaluated, so as to provide a basis for evaluation, selection and educational decision-making. Through the feedback of evaluation results, the enthusiasm and creativity of teachers and students are stimulated, and they are encouraged to pursue excellence and continuous improvement.

1.4. Principles for constructing a teaching evaluation system for clinical nursing

The evaluation system should clearly reflect the learning status and ability level of students, as well as the teaching effect of teachers, to ensure the pertinence and effectiveness of the evaluation results; The evaluation system should comprehensively consider students' knowledge, skills, practical ability and comprehensive quality, and comprehensively evaluate students' learning outcomes and teaching quality. The evaluation indicators should be interconnected and interdependent to form an organic evaluation system to ensure the scientificity and reliability of the evaluation results. The evaluation system should be flexible and able to adapt to the needs of different students and different teaching environments to ensure the pertinence and effectiveness of evaluation [2]; The evaluation system should be continuous, able to track and evaluate the whole process of students' learning process, find problems in a timely manner and solve them, and ensure the continuous improvement of education quality.

1.5. Practice of clinical nursing teaching evaluation system

Combining qualitative and quantitative evaluation, self-evaluation and others' evaluation, formative evaluation and summative evaluation, etc., to comprehensively and objectively evaluate students' learning effectiveness and teachers' teaching quality. Intensify the evaluation of clinical internships, and comprehensively evaluate students' practical abilities through internship logs, internship reports, internship assessments and other methods; Invite industry experts, employers and other third parties to participate in the evaluation, improve the objectivity and fairness of the evaluation, and provide strong support for the reform of nursing education; Feedback the evaluation results to students and teachers in a timely manner to help them identify their strengths and weaknesses, and then adjust their learning and teaching strategies. At the same time, the evaluation results are used as an important basis for evaluation, selection and education decision-making, so as to promote the continuous improvement of nursing education and the improvement of the quality of talent training. Using modern information technology means, the nursing teaching evaluation information system is established to realize the real-time collection, analysis and feedback of evaluation data, and improve the efficiency and accuracy of evaluation work.

The clinical nursing teaching evaluation system is an important mechanism for the quality assurance of nursing education, which is of great significance for promoting the continuous improvement of nursing education and the improvement of the quality of talent training. By building a scientific, comprehensive and systematic evaluation system, and continuously strengthening the feedback and application of evaluation results, we can provide strong support for the development of nursing education and contribute to the cultivation of high-quality nursing talents.

2. Problems in the teaching evaluation system of clinical nursing

2.1. The singleness and one-sidedness of the evaluation criteria

In the current clinical nursing teaching evaluation system, test scores are often regarded as the main criterion for measuring students' learning effectiveness. However, this single evaluation method cannot fully reflect the comprehensive quality and ability of students, especially the practical operation ability and innovative thinking. The one-sidedness of test scores can lead to the phenomenon of "high scores and low ability", in which students score high on exams but perform mediocre in actual nursing work. In the evaluation system, only students' academic performance and professional skills are often emphasized, while the importance of non-intellectual factors such as learning attitude, teamwork, and communication skills is ignored. These factors are equally crucial for nursing students as they have a direct impact on the student's adaptability and developmental potential for future nursing careers.

2.2. Limitations and deficiencies of evaluation methods

The existing evaluation system mainly adopts quantitative evaluation methods, such as test scores and homework scores, while ignoring the importance of qualitative evaluation [3]. Qualitative assessment can provide a deeper understanding of students' learning process, mindset and problem-solving skills, and help to discover students' potential and strengths. Most evaluations are conducted at the end of the semester or at the end of the internship, and this "final" approach does not fully reflect the dynamics of the student's learning process. The inadequacy of the evaluation cycle may lead to the neglect of the students' learning process, so that the problems encountered by the students in the learning cannot be found and solved in a timely manner.

2.3. The singularity and subjectivity of the evaluation subject

In the existing evaluation system, teachers are often the subject of evaluation, and students rarely have the opportunity to participate in the evaluation process. This single subject of evaluation can lead to one-sidedness and subjectivity of evaluation results, as teachers may not be able to fully understand students' learning and characteristics. Due to the ambiguity and subjectivity of the evaluation criteria, there may be differences in evaluation between different teachers. This discrepancy can lead to unfair and inaccurate evaluation results, which can affect students' motivation to learn and teachers' teaching quality.

2.4. The feedback and application of the evaluation results are insufficient

In the existing evaluation system, the feedback on the evaluation results is often not timely, and sometimes students are not even able to know their specific evaluations. This kind of evaluation system, which lacks timely feedback, cannot effectively motivate students to improve their learning methods and improve their learning effectiveness. Even if the evaluation results are feedback, there are often shortcomings in practical application. For example, the evaluation results may only be used as the basis for evaluation and awards, and are not used to guide teaching improvement and students' personal development planning. The limitations of this evaluation result make it impossible for the evaluation system to fully function as it should.

2.5. The disconnect between the evaluation system and clinical practice

The existing evaluation system often pays too much attention to the assessment of theoretical knowledge and ignores the evaluation of practical operation ability. This disconnect between theory and practice may result in students not being able to effectively apply what they have learned in clinical practice in their practical work. In the evaluation system, there is often a lack of real and specific clinical cases to examine students' practical skills and problem-solving skills [4]. This lack of real-world case evaluation may result in students not being able to adapt to the demands of future clinical work.

2.6. The evaluation system lacks a mechanism for continuous improvement

The existing evaluation system often lacks a dynamic adjustment mechanism, and cannot be adjusted in a timely and effective manner according to the teaching needs and students' characteristics. This inflexible evaluation system may not be able to adapt to the changing environment of nursing education. With the continuous development of information technology and educational concepts, diversified evaluation methods such as online testing and virtual simulation have gradually become possible. However, the existing evaluation system often lacks the exploration and application of these new evaluation methods, resulting in the singleness and limitations of evaluation methods.

3. Optimization strategies for the teaching evaluation system of clinical nursing

3.1. Establish diversified evaluation criteria

When evaluating students, in addition to examining their mastery of professional knowledge, we should also pay attention to the comprehensive quality of students, including communication skills, teamwork skills, innovative thinking, professional ethics, etc. These qualities are crucial for nursing students as they have a direct impact on the student's performance and development in future nursing careers. In addition to the traditional summative assessment, process assessment should also be introduced, focusing on students' performance and efforts in the learning process. By recording students' learning process, participation in class discussions, practical operations, etc., the learning effectiveness of students is comprehensively and objectively evaluated. The evaluation should cover multiple dimensions, including knowledge acquisition, skill operation, emotional attitudes, values, etc. Through multi-dimensional evaluation, we can have a more comprehensive understanding of students' learning and provide strong support for teaching improvement.

3.2. Innovative evaluation methods and technologies

With the help of modern information technology, such as online testing, virtual simulation, big data analysis, etc., innovative evaluation methods are used to improve the accuracy and efficiency of evaluation. For example, through the online testing platform, students' learning progress and performance changes can be monitored in real time, providing a basis for personalized teaching. In the evaluation process, students are encouraged to conduct peer evaluation and self-evaluation to improve students' self-awareness and critical thinking skills [5]. Through peer evaluation, students can understand how they are performing in the eyes of their peers and adjust their learning strategies. Through self-evaluation, students can reflect on their own learning process and results, and identify their strengths and weaknesses. Through project-based learning, students can demonstrate their ability to apply knowledge comprehensively in the process of completing specific tasks. In the assessment, emphasis is placed on students' problem-solving skills, innovative thinking, and teamwork skills to promote the all-round development of students.

3.3. Strengthen the feedback and application of evaluation results

After the evaluation, the evaluation results should be fed back to students and teachers in a timely manner, so that they can keep abreast of their own learning or teaching. Through timely feedback, students can adjust their learning strategies in time to improve their learning efficiency. Teachers can improve their teaching methods and improve the quality of teaching based on the evaluation results. The evaluation results should be taken as an important basis for teaching improvement, and targeted improvement measures should be formulated for the problems and deficiencies found in the evaluation. For example, in view of the weak links of students in practical operation, practical operation training can be strengthened; In view of the problems existing in the teaching of teachers, teaching seminars or training activities can be organized to improve the teaching level of teachers; Based on the evaluation results, students are helped to develop a personal development plan and clarify their future learning goals and career plans. Through the formulation and implementation of personal development plans, students can be motivated to make continuous progress and realize their personal values.

3.4. Strengthen the connection between the evaluation system and clinical practice

In the evaluation system, the evaluation proportion of practical operation ability should be increased to improve students' clinical practice ability. Through simulated clinical scenarios and practical operation assessments, students' practical operation ability is comprehensively evaluated. In the evaluation process, real and specific clinical cases are introduced, so that students can apply the knowledge they have learned in actual cases and improve their problem-solving skills. At the same time, through the evaluation of clinical cases, students' mastery of clinical practice can be tested. Strengthen cooperation with medical institutions to provide students with more internship opportunities and practice platforms. Through school-enterprise cooperation, students can learn and practice in the actual clinical environment and improve their clinical practice ability.

3.5. Establish an evaluation mechanism for continuous improvement

The evaluation system is regularly evaluated and adjusted to adapt to the changing nursing education environment and student needs. Through evaluation and adjustment, the scientificity and effectiveness of the evaluation system can be ensured. Teachers and students are encouraged to actively participate in evaluation reform and put forward constructive opinions and suggestions. Through the joint participation of teachers and students, the continuous improvement and innovation of the evaluation system can be promoted. Actively learn from the advanced nursing teaching evaluation experience and methods at home and abroad, and carry out localized innovation in combination with the actual situation of China. By learning from advanced experience, we can quickly improve the level of nursing teaching evaluation system in China.

4. Conclusion

To sum up, the optimization of the evaluation system of clinical nursing teaching needs to start from the establishment of diversified evaluation standards, innovation of evaluation methods and technologies, strengthening the feedback and application of evaluation results, strengthening the connection between the evaluation system and clinical practice, and establishing an evaluation mechanism for continuous improvement. By comprehensively optimizing the evaluation system, we can promote the continuous improvement of the quality of nursing education and provide a strong guarantee for the cultivation of high-quality nursing talents.