Assessing Nurse Graduate Leadership Outcomes

Wissmann, Jeanne L.; Hauck, Barb; Clawson, Julie

doi:10.1097/00006223-200201000-00017

“…There appears to be insufficient human capacity in research as well as few research mentors and role models, and a lack of a research culture, which can have a negative impact on research output in HPE institutions in lowincome countries. Thus, although there is a significant Table 3 Assessment models, frameworks, type, approach and methods and study sample [23][24][25][26][27][28][29][31][32][33][34][35] NB: Grey scale sections were not reported amount of innovation taking place in HPE institutions in LMICs, there is still limited research output. There also seems to be insufficient networking among research communities in LMICs, meaning that support among researchers is lacking.…”

Section: Discussionmentioning

confidence: 99%

“…In terms of the aim of the studies, half of the articles (n = 7) reported on the implementation of assessment models that were utilised in their institutions [22][23][24][25][26][27][28]. The other articles (n = 7) reported on the development of, or proposal to develop assessment models to be implemented [29][30][31][32][33][34][35].…”

Section: Contextual Backgroundmentioning

confidence: 99%

Assessment approaches in undergraduate health professions education: towards the development of feasible assessment approaches for low-resource settings

Mukurunge,

Nyoni,

Hugo

2024

BMC Med Educ

1

0

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Background Feasible and effective assessment approaches to measuring competency in health sciences are vital in competency-based education. Educational programmes for health professions in low- and middle-income countries are increasingly adopting competency-based education as a strategy for training health professionals. Importantly, the organisation of assessments and assessment approaches must align with the available resources and still result in the fidelity of implementation. A review of existing assessment approaches, frameworks, models, and methods is essential for the development of feasible and effective assessment approaches in low-resource settings. Methods Published literature was sourced from 13 electronic databases. The inclusion criteria were literature published in English between 2000 and 2022 about assessment approaches to measuring competency in health science professions. Specific data relating to the aims of each study, its location, population, research design, assessment approaches (including the outcome of implementing such approaches), frameworks, models, and methods were extracted from the included literature. The data were analysed through a multi-step process that integrated quantitative and qualitative approaches. Results Many articles were from the United States and Australia and reported on the development of assessment models. Most of the articles included undergraduate medical or nursing students. A variety of models, theories, and frameworks were reported and included the Ideal model, Predictive Learning Assessment model, Amalgamated Student Assessment in Practice (ASAP) model, Leadership Outcome Assessment (LOA) model, Reporter-Interpreter-Manager-Educator (RIME) framework, the Quarter model, and the model which incorporates four assessment methods which are Triple Jump Test, Essay incorporating critical thinking questions, Multistation Integrated Practical Examination, and Multiple Choice Questions (TEMM) model. Additional models and frameworks that were used include the Entrustable Professional Activities framework, the System of Assessment framework, the Reporter-Interpreter-Manager-Educator (RIME) framework, the Clinical Reasoning framework (which is embedded in the Amalgamated Student Assessment in Practice (ASAP) model), Earl’s Model of Learning, an assessment framework based on the Bayer–Fetzer Kalamazoo Consensus Statement, Bloom's taxonomy, the Canadian Medical Education Directions for Specialists (CanMEDS) Framework, the Accreditation Council for Graduate Medical Education (ACGME) framework, the Dreyfus Developmental Framework, and Miller's Pyramid. Conclusion An analysis of the assessment approaches, frameworks, models, and methods applied in health professions education lays the foundation for the development of feasible and effective assessment approaches in low-resource settings that integrate competency-based education. Trial registration This study did not involve any clinical intervention. Therefore, trial registration was not required.

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“…The predicable day is also described by Wissmann, Hauck and Clawson (2002) and is used as a means of assessing leadership. In this research, nurses reported that they used the benchmark of a predictable day as a means of determining the degree to which students could manage a workload and for taking into account the challenges of the practice environment.…”

Section: '…They [Assessors and Preceptors] Need To Have Knowledge And Experience To Know What Is Acceptable You Couldn't Get Just Anymentioning

confidence: 99%

Determining Competency for Entry to Nursing Practice: A Grounded Theory Study

Andersen¹

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<p>Critical Comparative Nursing Assessment (CCNA) is a theory about how the competence of completing Bachelor of Nursing students in New Zealand is determined. Semi-structured, audio-taped interviews and field notes were used to collect data from twenty-seven nurses with experience in undertaking competency assessment. A Glaserian grounded theory approach was used to guide the data collection and analysis. This utilised the processes of constant comparative analysis, theoretical sampling and saturation to generate a middle range substantive grounded theory. This is presented as a model consisting of four emergent categories that explain how nurses formulate professional judgements about competence. These are a) gathering, which describes the processes used to collect evidence of practice to inform decisions; b) weighing up, which explains how evidence is analysed using the processes of benchmarking and comparative analysis; c) judging brings into focus the tensions inherent in making professional judgements about competence and how nurses formulated these, and d) moderating, which describes the processes nurses use to validate decisions and ensure that professional responsibilities and public safety are upheld. The basic social psychological process of comparing integrates these categories to explain how nurses resolve the tensions associated with making decisions about competence. This research presents a new way of viewing and understanding how nurses assess competence. It identifies where the challengers and tensions related to the assessment of competence lie and suggests strategies that if implemented could further enhance the validity and reliability of assessment outcomes.</p>

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“…While there had been a number of publications in recent years, the majority of these focus on: characteristics of competence and measurement issues (Exstrom, 2001;Hardcastle, 1999;Waddell, 2001;Watson, Stimpson, Topping, & Porock, 2002;Zhang, Luk, Arthur & Wong, 2001); standards of competence, specialty areas and advanced practice (Badger & Rawstorne, 1998;Barker, Williams & Smith, 2001, Darbyshire, 1994ICN, 2002;O'Brien, O'Brien, McNulty, Morrison-Ngatai, Skews, Ryan, Hardy, Gaskin & Boddy, 2002;Wissmann, Hauck & Clawson, 2002); and assessment methods and measurement of student nurse clinical performance (Andre, 2000;Horsburgh, 2000;Neary, 2001;Robb, Fleming & Dietert, 2002). Others (French, 2002;May, Edell, Butell, Doughty & Langford, 1999;Maynard, 1996;White & Taylor, 2002) discussed the link between evidencebased practice, critical thinking, nursing knowledge and competency to practice; or Chapter 1: Introduction the educational preparation of nurses and the performance of the graduate nurse (Bechtel, Davidhizar & Bradshaw, 1999;Chapman, 1999;Fulbrook, Rolfe, Albarran & Boxall, 2000;Grundy, 2001;Meerabeau, 2001;Watson, 2002).…”

Section: The Significance Of the Studymentioning

confidence: 99%

Determining Competency for Entry to Nursing Practice: A Grounded Theory Study

Andersen¹

0

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<p>Critical Comparative Nursing Assessment (CCNA) is a theory about how the competence of completing Bachelor of Nursing students in New Zealand is determined. Semi-structured, audio-taped interviews and field notes were used to collect data from twenty-seven nurses with experience in undertaking competency assessment. A Glaserian grounded theory approach was used to guide the data collection and analysis. This utilised the processes of constant comparative analysis, theoretical sampling and saturation to generate a middle range substantive grounded theory. This is presented as a model consisting of four emergent categories that explain how nurses formulate professional judgements about competence. These are a) gathering, which describes the processes used to collect evidence of practice to inform decisions; b) weighing up, which explains how evidence is analysed using the processes of benchmarking and comparative analysis; c) judging brings into focus the tensions inherent in making professional judgements about competence and how nurses formulated these, and d) moderating, which describes the processes nurses use to validate decisions and ensure that professional responsibilities and public safety are upheld. The basic social psychological process of comparing integrates these categories to explain how nurses resolve the tensions associated with making decisions about competence. This research presents a new way of viewing and understanding how nurses assess competence. It identifies where the challengers and tensions related to the assessment of competence lie and suggests strategies that if implemented could further enhance the validity and reliability of assessment outcomes.</p>

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Assessing Nurse Graduate Leadership Outcomes

Cited by 7 publications

References 5 publications

Assessment approaches in undergraduate health professions education: towards the development of feasible assessment approaches for low-resource settings

Assessment approaches in undergraduate health professions education: towards the development of feasible assessment approaches for low-resource settings

Determining Competency for Entry to Nursing Practice: A Grounded Theory Study

Determining Competency for Entry to Nursing Practice: A Grounded Theory Study

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