Summative assessment of clinical practice of student nurses: A review of the literature

Helminen, Kristiina; Coco, Kirsi; Johnson, Martin; Turunen, Hannele; Tossavainen, Kerttu

doi:10.1016/j.ijnurstu.2015.09.014

Cited by 82 publications

(111 citation statements)

References 42 publications

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“…Several factors that may ameliorate or exacerbate related problems have been identified: mentors may need nurse teachers' support and expertise in making evaluations at the start of clinical practice periods, before final summative evaluations (Helminen et al, ); mentors’ attitudes affect their evaluations of students, decision‐making and provision of constructive feedback (Burden, Topping, & O'Halloran, ); reflective discussion between mentors and students enhances students' knowledge and clinical reasoning (McSharry & Lathlean, ); a further, increasingly important skill is the cultural competence required to mentor international students, who may feel unsupported and face severe communication challenges because of language barriers (Mikkonen et al, ; Pitkäjärvi, Eriksson, & Pitkälä, ). Such students reportedly need more support from nurse teachers than native students (Mikkonen et al, ).…”

Section: Discussionmentioning

confidence: 99%

“…Partly for this reason, many mentors reportedly experience stressful situations connected to mentorship (Jansson & Ene, ). They also need specific competences and help in supporting unmotivated students (Courtney‐Pratt et al, ), assessing students' level of competence and giving feedback (Almalkawi, Jester, & Terry, ; Helminen et al, ). Having the same clinical mentor during a clinical practice may be pedagogically beneficial for students (Pitkänen et al, ; Sundler et al, ).…”

Section: Introductionmentioning

confidence: 99%

“…Mentors have reported needs for support from nurse teachers (Helminen et al, ; O'Brien et al, ), especially when handling reflection and supporting students' learning about ethical issues in nursing care (Hilli et al, ). Moreover, mentors may need support to face challenging students or properly manage critical evaluations (Hall‐Lord, Theander, & Athlin, ).…”

Section: Introductionmentioning

confidence: 99%

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Mentors' self‐assessed competence in mentoring nursing students in clinical practice: A systematic review of quantitative studies

Pramila‐Savukoski

Juntunen

Tuomikoski

et al. 2019

Journal of Clinical Nursing

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Aims and objectives To examine registered nurses' self‐evaluation of their competence in mentoring nursing students in clinical practice. Background Clinical mentors have significant roles and responsibility for nursing students' clinical learning. Moreover, the mentors' role is becoming increasingly important internationally, as the role of nurse teachers in mentoring students in clinical practice has declined. However, in most EU countries there are no specific educational requirements for clinical mentors, although they need targeted education to increase their competence in mentoring nursing students. Design The systematic review of quantitative studies was designed according to guidelines of the Centre for Reviews and Dissemination and PRISMA protocol. Methods Studies published during 2000–2019 that met inclusion criteria formulated in PiCOS format were systematically reviewed by three independent reviewers. CINAHL (Ebsco), PubMed (MEDLINE), Scopus, ERIC and Medic databases were used to retrieve the studies. Three independent reviewers conducted the systematic review process. The studies were tabulated, thematically compared and narratively reported. Results In total, 16 peer‐reviewed studies met the inclusion criteria. The studies identified various dimensions of mentors´ competence and associated environmental factors. Generally, participating mentors rated competences related to the clinical environment, mentoring, supporting students' learning processes and relevant personal characteristics fairly high. They also rated organisational practices in their workplaces, resources in the clinical environment and their mentor–student and mentor–stakeholder pedagogical practices, as respectable or satisfactory. Conclusion The results indicate considerable scope for improving mentors' competence, particularly through enhancing organisational mentoring practices and relevant resources in clinical environments. Relevance for clinical practice Pedagogical practices of mentors in relations with both students and stakeholders should be enhanced to improve future nurses' learning. This systematic review addresses a gap in knowledge of mentors' self‐evaluated competence that could assist the formulation of effective educational programmes for mentors internationally and improving clinical environments.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Mentors' self‐assessed competence in mentoring nursing students in clinical practice: A systematic review of quantitative studies

Pramila‐Savukoski

Juntunen

Tuomikoski

et al. 2019

Journal of Clinical Nursing

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“…Misinterpretation of the content, inability (lack of experience) to ask questions at a deeper level about the learning goals were apparent in some cases. This affirms the fact that assessment tool terminology should be written in a language that is comprehensible and should concentrate on relevant situations that can be measured during clinical practice [23,24] otherwise this can create an obstacle to constructive assessment between a supervisor and student. [8,24] Consequently, the importance of having assessment criteria related to the clinical practice supports a better understanding of what is expected of both the student and the supervisor.…”

Section: Facilitation or Hindrance In Assessmentmentioning

confidence: 58%

“…This affirms the fact that assessment tool terminology should be written in a language that is comprehensible and should concentrate on relevant situations that can be measured during clinical practice [23,24] otherwise this can create an obstacle to constructive assessment between a supervisor and student. [8,24] Consequently, the importance of having assessment criteria related to the clinical practice supports a better understanding of what is expected of both the student and the supervisor. Having an understanding of the learning goals helps to increase confidence among nursing supervisors as studies show that a lack of understanding can make it more difficult to define one's role, which thereby results in a nursing supervisor not fully understanding what is required of the student.…”

Section: Facilitation or Hindrance In Assessmentmentioning

confidence: 58%

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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Clinical placements as a challenging opportunity in midwifery education: A qualitative study

et al. 2021

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Aim The aim of this qualitative study was to explore some of the existing statuses of clinical education and examine the strengths and weaknesses of the clinical faculty programme. Design A qualitative study. Methods This qualitative study was designed through the directed content analysis approach, which was completed according to the Context, Input, Process, and Product evaluation model. The purposeful sampling method of maximum variation was employed to select 33 participants, and the data were collected through in‐depth individual interviews and focus group discussion. Results After the interview transcripts were analysed, the participants' opinions of the clinical faculty programme and the relevant challenges, dimensions and factors were classified into four categories and sixteen subcategories. The categories were compiled in the CIPP evaluation model, including context, input, process and product. Based on the content analysis results, appropriate planning was recommended for teaching effective clinical skills to students.

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Summative assessment of clinical practice of student nurses: A review of the literature

Cited by 82 publications

References 42 publications

Mentors' self‐assessed competence in mentoring nursing students in clinical practice: A systematic review of quantitative studies

Mentors' self‐assessed competence in mentoring nursing students in clinical practice: A systematic review of quantitative studies

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

Clinical placements as a challenging opportunity in midwifery education: A qualitative study

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