Assessing Students' Learning in Student-dedicated Treatment Rooms during Clinical Nursing Education

Eulau, Louise; Sundman, Christina; Scheja, Max; Fossum, Bjöörn

doi:10.13189/nh.2015.030104

Cited by 1 publication

(2 citation statements)

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“…Development of the new tool started with a literature review of current assessment tools. [6,7,9] The new assessment tool included course specific learning goals with assessment criteria. To support students' self-reflection and implementation of the learning goals the assessment tool included a question relating to the students' own strategies to reach their learning goals (see Figure 1).…”

Section: A New Assessment Toolmentioning

confidence: 99%

“…Some universities have assessment tools that highlight the course-specific learning goals measuring whether intended learning outcomes have been reached or not. [6,7] Other studies have explored the assessment of competence within clinical practice, however, the focus has been on the intuitive aspects of assessing, in particular psychomotor abilities [8] rather than the multidimensional nature of competence such as nursing skills, knowledge and attitudes and values. [2] Another study on the development and validation of new tools measuring self-reported professional competence found that only a few tools for the assessment of nursing student competence tested the psychometric areas of competence.…”

Section: Introductionmentioning

confidence: 99%

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Assessment of nursing students in clinical practice - An intervention study of a modified process

Baumgartner

Ståhl²,

Manninen³

et al. 2017

JNEP

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Objective: To evaluate an intervention of a modified assessment process for nursing students in clinical practice and how this process was experienced by the nursing students and their supervisors. Methods: An intervention study with a descriptive approach. The data collection was conducted in two phases with a survey and follow-up group interviews. Participants were second-year nursing students and their nursing supervisors. Descriptive statistics were used for the quantitative data (survey) and qualitative content analysis for the qualitative data (tape-record and transcribed interviews). Mixed method was used to integrate all data. Findings: The survey response rate was 65% (n = 41 students) and 100% (n = 9 supervisors). Students and supervisors found the assessment tool applicable for the assessment process. Assessment through dialogue and Supportive learning environment, describe how the modified assessment process was experienced. Conclusions and implication for clinical practice: It is important that the supervisors understand the learning goals and assessment criteria and how to use the assessment tool. Clear structures based on learning goals and assessment criteria as well as their own strategies to reach their goals benefit student learning. Strategies need to be developed to facilitate the assessment process when the teachers from the university have a consulative role. The new assessment tool and changing the university teachers' involvement can be seen as a form of professional development of the supervisors' group as they take greater responsibility in conducting the assessment of nursing students in clinical practice.

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Section: A New Assessment Toolmentioning

confidence: 99%