Exploring the formal assessment discussions in clinical nursing education: An observational study
Abstract Introduction According to EU standards, 50% of the bachelor education program in nursing should take place in clinical learning environments. Consequently, this calls for high quality supervision, where appropriate assessment strategies are vital to optimize students’ learning, growth, and...
| Main Authors: | , , , , |
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| Format: | Article |
| Language: | English |
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BMC
2022-06-01
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| Series: | BMC Nursing |
| Subjects: | |
| Online Access: | https://doi.org/10.1186/s12912-022-00934-x |
| _version_ | 1811241159647821824 |
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| author | Ingunn Aase Kristin Akerjordet Patrick Crookes Christina T. Frøiland Kristin A. Laugaland |
| author_facet | Ingunn Aase Kristin Akerjordet Patrick Crookes Christina T. Frøiland Kristin A. Laugaland |
| author_sort | Ingunn Aase |
| collection | DOAJ |
| description | Abstract Introduction According to EU standards, 50% of the bachelor education program in nursing should take place in clinical learning environments. Consequently, this calls for high quality supervision, where appropriate assessment strategies are vital to optimize students’ learning, growth, and professional development. Despite this, little is known about the formal assessment discussions taking place in clinical nursing education. Objective The aim of this study was to explore the characteristics of the formal assessment discussions taking place during first-year students’ clinical education in nursing homes. Method An exploratory qualitative study was performed. The data consist of passive participant observations of 24 assessment discussions (12 mid-term and 12 final assessments) with first-year nursing students (n=12), their assigned registered nurse mentors (n=12) and nurse educators (n=5). The study was conducted in three public nursing homes in a single Norwegian municipality. Data were subjected to thematic analysis. The findings were reported using the Standards for Reporting of Qualitative Research. Results Three themes were identified regarding the characteristics of the formal assessment discussions: (1) adverse variability in structuring, weighting of theoretical content and pedagogical approach; (2) limited three-part dialogue constrains feedback and reflection; and (3) restricted grounds for assessment leave the nurse educators with a dominant role. Conclusion These characteristic signal key areas of attention to improve formal assessment discussions to capitalize on unexploited learning opportunities. |
| first_indexed | 2024-04-12T13:31:27Z |
| format | Article |
| id | doaj.art-c64feb710b0a4c5e9b63463826c0f46a |
| institution | Directory Open Access Journal |
| issn | 1472-6955 |
| language | English |
| last_indexed | 2024-04-12T13:31:27Z |
| publishDate | 2022-06-01 |
| publisher | BMC |
| record_format | Article |
| series | BMC Nursing |
| spelling | doaj.art-c64feb710b0a4c5e9b63463826c0f46a2022-12-22T03:31:10ZengBMCBMC Nursing1472-69552022-06-0121111010.1186/s12912-022-00934-xExploring the formal assessment discussions in clinical nursing education: An observational studyIngunn Aase0Kristin Akerjordet1Patrick Crookes2Christina T. Frøiland3Kristin A. Laugaland4SHARE- Centre for Resilience in Healthcare, Faculty of Health Sciences, University of StavangerSHARE- Centre for Resilience in Healthcare, Faculty of Health Sciences, University of StavangerSchool of Nursing, Midwifery and Public health, University of CanberraSHARE- Centre for Resilience in Healthcare, Faculty of Health Sciences, University of StavangerSHARE- Centre for Resilience in Healthcare, Faculty of Health Sciences, University of StavangerAbstract Introduction According to EU standards, 50% of the bachelor education program in nursing should take place in clinical learning environments. Consequently, this calls for high quality supervision, where appropriate assessment strategies are vital to optimize students’ learning, growth, and professional development. Despite this, little is known about the formal assessment discussions taking place in clinical nursing education. Objective The aim of this study was to explore the characteristics of the formal assessment discussions taking place during first-year students’ clinical education in nursing homes. Method An exploratory qualitative study was performed. The data consist of passive participant observations of 24 assessment discussions (12 mid-term and 12 final assessments) with first-year nursing students (n=12), their assigned registered nurse mentors (n=12) and nurse educators (n=5). The study was conducted in three public nursing homes in a single Norwegian municipality. Data were subjected to thematic analysis. The findings were reported using the Standards for Reporting of Qualitative Research. Results Three themes were identified regarding the characteristics of the formal assessment discussions: (1) adverse variability in structuring, weighting of theoretical content and pedagogical approach; (2) limited three-part dialogue constrains feedback and reflection; and (3) restricted grounds for assessment leave the nurse educators with a dominant role. Conclusion These characteristic signal key areas of attention to improve formal assessment discussions to capitalize on unexploited learning opportunities.https://doi.org/10.1186/s12912-022-00934-xClinical assessment discussionsClinical educationClinical placements in nursing homesFirst-year nursing studentObservational study |
| spellingShingle | Ingunn Aase Kristin Akerjordet Patrick Crookes Christina T. Frøiland Kristin A. Laugaland Exploring the formal assessment discussions in clinical nursing education: An observational study BMC Nursing Clinical assessment discussions Clinical education Clinical placements in nursing homes First-year nursing student Observational study |
| title | Exploring the formal assessment discussions in clinical nursing education: An observational study |
| title_full | Exploring the formal assessment discussions in clinical nursing education: An observational study |
| title_fullStr | Exploring the formal assessment discussions in clinical nursing education: An observational study |
| title_full_unstemmed | Exploring the formal assessment discussions in clinical nursing education: An observational study |
| title_short | Exploring the formal assessment discussions in clinical nursing education: An observational study |
| title_sort | exploring the formal assessment discussions in clinical nursing education an observational study |
| topic | Clinical assessment discussions Clinical education Clinical placements in nursing homes First-year nursing student Observational study |
| url | https://doi.org/10.1186/s12912-022-00934-x |
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