Responsive assessment: assessing student nurses’ clinical competence

Neary, Mary

doi:10.1054/nedt.2000.0508

Cited by 37 publications

(28 citation statements)

References 12 publications

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“…It might also be useful for educators to be familiar with clinical world and managers with academic environment and curricula . Particular attention should be paid to competence assessment processes .…”

Section: Discussionmentioning

confidence: 99%

Do educational outcomes correspond with the requirements of nursing practice: educators' and managers' assessments of novice nurses' professional competence

Numminen

Laine²,

Isoaho

et al. 2014

Scandinavian Caring Sciences

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ObjectiveThis study evaluated weather educational outcomes of nurse education meet the requirements of nursing practice by exploring the correspondence between nurse educators' and nurse managers' assessments of novice nurses' professional competence. The purpose was to find competence areas contributing to the acknowledged practice–theory gap.DesignA cross-sectional, comparative design using the Nurse Competence Scale was applied.SubjectsThe sample comprised nurse educators (n = 86) and nurse managers (n = 141).MethodsDescriptive and inferential statistics were used in the data analysis.Main outcome measuresEducators assessed novice nurses' competence to a significantly higher level than managers in all competence areas (p < 0.001). The biggest correspondence between educators' and mangers' assessments were in competencies related to immediate patient care, commitment to ethical values, maintaining professional skills and nurses' care of the self. The biggest differences were in competencies related to developmental and evaluation tasks, coaching activities, use of evidence-based knowledge and in activities which required mastering a comprehensive view of care situations. However, differences between educators' and managers' assessments were strongly associated with their age and work experience. Active and improved collaboration should be focused on areas in which the differences between educators' and managers' assessments greatly differ in ensuring novice nurses′ fitness for practice.

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Section: Discussionmentioning

confidence: 99%

Do educational outcomes correspond with the requirements of nursing practice: educators' and managers' assessments of novice nurses' professional competence

Numminen

Laine²,

Isoaho

et al. 2014

Scandinavian Caring Sciences

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“…The findings revealed cases in which students, tutors and preceptors had different interpretations of the system, both within and between groups. Neary (2001) describes similar variations in assessment from a recent study of student nurse clinical competence. In that case, however, students coped by using such differences to their advantage, which was more of a concern for tutors and practitioners than the students.…”

Section: Discussionmentioning

confidence: 99%

Assessing student nurse clinical competency: will we ever get it right?

Dolan

2002

Journal of Clinical Nursing

143

104

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In 1997, a revised system was introduced at the University of Glamorgan, Wales, to assess student nurse clinical competency. This was firstly as a result of concerns that the previous system was based on limited documentary evidence, and, secondly as the Welsh National Board for Nursing and Midwifery issued new competency statements. This article reports an evaluative research study which aimed to determine whether the revised system was an effective measure of clinical competency. A series of focus groups were conducted with students, tutors and clinical preceptors to discuss their experiences of using the revised system. A content analysis was conducted of all evidence written by students to support the achievement of clinical competency. The findings of the focus groups indicated that each group had some initial problems with the assessment process. The main concern for all groups was lack of consistency and uncertainty in the assessment process. Although the introduction of written evidence to support clinical competency was welcomed, many felt that too much evidence was required. Content analysis of competency documentation aimed to compare student evidence and to determine whether there were inconsistencies in the assessment process. There were many variations in the evidence obtained from students, in particular the amount of evidence written by each student. The findings clearly indicate that further revisions are necessary to ensure that the system is implemented in the most effective way. The Fitness for Practice report (UKCC, 1999) has ensured that competency-based assessment is here to stay in the UK. Evaluative research of this type is important to ensure that we adopt the most suitable approach to assessing clinical competency.

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“…With this overarching philosophy in nursing education, the assessment scale aims to provide a platform for an open and transparent discussion between preceptors and students on the progress of clinical learning (L€ ofmark & Thorell-Ekstrand 2014). As lecturers, preceptors and students often interpret the assessment system differently (Neary 2001), it is crucial to ensure the reliability and validity of the assessment tool (Wu et al 2015a). A structured clinical assessment tool with behavioural cues (Ossenberg et al 2015) would assist the preceptors in enhancing clarity in their assessment and feedback.…”

Section: Discussionmentioning

confidence: 99%

The perspectives of preceptors regarding clinical assessment for undergraduate nursing students

Enskär

Heng

et al. 2016

International Nursing Review

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The themes that emerged from the focus group discussions could assist in the development of a more reliable and valid clinical assessment tool to evaluate the clinical competence of nursing students in transition to practice. Clinical and educational institutions could collaborate closely to develop an educational programme and a preceptorship handbook, focusing on pedagogical contents for clinical education and assessment.

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Responsive assessment: assessing student nurses’ clinical competence

Cited by 37 publications

References 12 publications

Do educational outcomes correspond with the requirements of nursing practice: educators' and managers' assessments of novice nurses' professional competence

Do educational outcomes correspond with the requirements of nursing practice: educators' and managers' assessments of novice nurses' professional competence

Assessing student nurse clinical competency: will we ever get it right?

The perspectives of preceptors regarding clinical assessment for undergraduate nursing students

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