Clinical Instructors’ Perspectives on the Assessment of Clinical Knowledge of Undergraduate Nursing Students: A Descriptive Phenomenological Approach
This study aimed to determine clinical instructors’ perceptions of the assessments used to evaluate the clinical knowledge of undergraduate nursing students. This study uses a descriptive phenomenological approach. Purposive sampling was used to recruit sixteen clinical instructors for semi-structur...
| Main Authors: | , , , |
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| Format: | Article |
| Language: | English |
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MDPI AG
2023-06-01
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| Series: | Healthcare |
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| Online Access: | https://www.mdpi.com/2227-9032/11/13/1851 |
| _version_ | 1797591716506632192 |
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| author | Li-Chin Chen Chun-Chih Lin Chin-Yen Han Ya-Ling Huang |
| author_facet | Li-Chin Chen Chun-Chih Lin Chin-Yen Han Ya-Ling Huang |
| author_sort | Li-Chin Chen |
| collection | DOAJ |
| description | This study aimed to determine clinical instructors’ perceptions of the assessments used to evaluate the clinical knowledge of undergraduate nursing students. This study uses a descriptive phenomenological approach. Purposive sampling was used to recruit sixteen clinical instructors for semi-structured interviews between August and December 2019. All interviews were audio recorded and transcribed verbatim. Data were analyzed using a modified Colaizzi’s seven-step method. Four criteria were used to ensure the study’s validity: credibility, transferability, dependability, and confirmability. Three themes were identified in the clinical instructors’ views on evaluating the clinical performance of student nurses: familiarity with students, patchwork clinical learning, and differing perceptions of the same scoring system. The study results suggest a need for a reliable, valid, and consistent approach to evaluating students’ clinical knowledge. If the use of patchwork clinical internships for student nurses is unavoidable, a method for assessing student nurses’ clinical performance that requires instructor consensus is necessary. |
| first_indexed | 2024-03-11T01:41:14Z |
| format | Article |
| id | doaj.art-9b1dfb3fae2d4a479580aedcf34967fd |
| institution | Directory Open Access Journal |
| issn | 2227-9032 |
| language | English |
| last_indexed | 2024-03-11T01:41:14Z |
| publishDate | 2023-06-01 |
| publisher | MDPI AG |
| record_format | Article |
| series | Healthcare |
| spelling | doaj.art-9b1dfb3fae2d4a479580aedcf34967fd2023-11-18T16:36:00ZengMDPI AGHealthcare2227-90322023-06-011113185110.3390/healthcare11131851Clinical Instructors’ Perspectives on the Assessment of Clinical Knowledge of Undergraduate Nursing Students: A Descriptive Phenomenological ApproachLi-Chin Chen0Chun-Chih Lin1Chin-Yen Han2Ya-Ling Huang3Department of Nursing, New Taipei Municipal TuCheng Hospital (Built and Operated by Chang Gung Medical Foundation), New Taipei City 236, TaiwanSchool of Nursing, Chang Gung University of Science and Technology, Puzi City 61363, TaiwanNew Taipei Municipal TuCheng Hospital (Built and Operated by Chang Gung Medical Foundation), New Taipei City 236, TaiwanFaculty of Health (Nursing), Southern Cross University, Gold Coast, QLD 4225, AustraliaThis study aimed to determine clinical instructors’ perceptions of the assessments used to evaluate the clinical knowledge of undergraduate nursing students. This study uses a descriptive phenomenological approach. Purposive sampling was used to recruit sixteen clinical instructors for semi-structured interviews between August and December 2019. All interviews were audio recorded and transcribed verbatim. Data were analyzed using a modified Colaizzi’s seven-step method. Four criteria were used to ensure the study’s validity: credibility, transferability, dependability, and confirmability. Three themes were identified in the clinical instructors’ views on evaluating the clinical performance of student nurses: familiarity with students, patchwork clinical learning, and differing perceptions of the same scoring system. The study results suggest a need for a reliable, valid, and consistent approach to evaluating students’ clinical knowledge. If the use of patchwork clinical internships for student nurses is unavoidable, a method for assessing student nurses’ clinical performance that requires instructor consensus is necessary.https://www.mdpi.com/2227-9032/11/13/1851clinical instructorundergraduate nursing studentsclinical learningdescriptive phenomenological approach |
| spellingShingle | Li-Chin Chen Chun-Chih Lin Chin-Yen Han Ya-Ling Huang Clinical Instructors’ Perspectives on the Assessment of Clinical Knowledge of Undergraduate Nursing Students: A Descriptive Phenomenological Approach Healthcare clinical instructor undergraduate nursing students clinical learning descriptive phenomenological approach |
| title | Clinical Instructors’ Perspectives on the Assessment of Clinical Knowledge of Undergraduate Nursing Students: A Descriptive Phenomenological Approach |
| title_full | Clinical Instructors’ Perspectives on the Assessment of Clinical Knowledge of Undergraduate Nursing Students: A Descriptive Phenomenological Approach |
| title_fullStr | Clinical Instructors’ Perspectives on the Assessment of Clinical Knowledge of Undergraduate Nursing Students: A Descriptive Phenomenological Approach |
| title_full_unstemmed | Clinical Instructors’ Perspectives on the Assessment of Clinical Knowledge of Undergraduate Nursing Students: A Descriptive Phenomenological Approach |
| title_short | Clinical Instructors’ Perspectives on the Assessment of Clinical Knowledge of Undergraduate Nursing Students: A Descriptive Phenomenological Approach |
| title_sort | clinical instructors perspectives on the assessment of clinical knowledge of undergraduate nursing students a descriptive phenomenological approach |
| topic | clinical instructor undergraduate nursing students clinical learning descriptive phenomenological approach |
| url | https://www.mdpi.com/2227-9032/11/13/1851 |
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