Developing an assessment tool for intended learning outcomes in clinical practice for nursing students

2012 ◽  
Vol 32 (6) ◽  
pp. 703-708 ◽  
Author(s):  
Johanna Ulfvarson ◽  
Lena Oxelmark
Keyword(s):  
Clinical Practice ◽  
Nursing Students ◽  
Learning Outcomes ◽  
Assessment Tool ◽  
Intended Learning Outcomes

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

2017 ◽  
Vol 7 (11) ◽  
pp. 111 ◽  
Author(s):  
Rita Baumgartner ◽  
Cecilia Häckter Ståhl ◽  
Katri Manninen ◽  
Ann-Marie Rydholm Hedman
Keyword(s):  
Clinical Practice ◽  
Nursing Students ◽  
Intervention Study ◽  
Assessment Tool ◽  
Qualitative Content Analysis ◽  
Assessment Process ◽  
Assessment Criteria ◽  
Learning Goals ◽  
The University ◽  
Modified Assessment

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.

scholarly journals Nursing students’ transfer of learning outcomes from simulation-based training to clinical practice: a focus-group study

BMC Nursing ◽  
2019 ◽  
Vol 18 (1) ◽  
Author(s):  
Jørn Hustad ◽  
Berit Johannesen ◽  
Mariann Fossum ◽  
Olav Johannes Hovland
Keyword(s):  
Nursing Education ◽  
Clinical Practice ◽  
Nursing Students ◽  
Focus Group ◽  
Learning Outcomes ◽  
Transfer Of Learning ◽  
Clinical Skills ◽  
Focus Group Interviews ◽  
Simulation Based ◽  
Group Interviews

Abstract Background Simulation-based training is used to develop nursing students’ clinical performance in assessing and managing situations in clinical placements. The use of simulation-based training has increased and become an integrated part of nursing education. The aim of this study was to explore nursing students’ experiences of simulation-based training and how the students perceived the transfer of learning to clinical practice. Methods Eight focus group interviews were conducted with a total of 32 s- and third-year nursing students who participated in a simulation-based training organized as preparation for clinical placement. The transcribed interviews were analysed with thematic analysis. Results Three major themes emerged from the focus group interviews; first, the simulation-based training promoted self-confidence; second, understanding from simulation-based training improved clinical skills and judgements in clinical practice; and third, simulation-based training emphasised the importance of communication and team collaboration. Conclusions This study revealed students’ transfer of learning outcomes from simulation-based training to clinical practice. The students’ experiences of the simulation-based training remain as enduring and conscious learning outcomes throughout their completion of clinical practice. The organisation of simulation-based training and its implementation in the curriculum are crucial for the learning outcomes and for students’ experiences of the transfer of knowledge to clinical practice.

Nursing Student’s Competence in Clinical Education

2021 ◽  
Vol 6 (14) ◽  
pp. 45-50
Author(s):  
SENNUR KULA ŞAHİN ◽  
Nihal SUNAL ◽  
İnsaf ALTUN
Keyword(s):  
Nursing Students ◽  
Learning Outcomes ◽  
Clinical Education ◽  
Assessment Tool ◽  
Student Nurses ◽  
Academic Competence ◽  
Clinical Instructors ◽  
Education Assessment ◽  
Safety Awareness ◽  
The Mean

Background & Aim: Assessing nursing students' competence in clinical education provides information about students' learning outcomes. Having a good the academic competence in clinical learning has always been desirable for student nurses. However, there are very few scales and studies examining the academic competence of student nurses. The aim of this study is to assess learning outcomes in Turkish student nurses using the clinical education assessment tool (AssCE). Methods: A descriptive data form, and the AssCE tool were used to collect data. Intern nursing students' clinical education was evaluated by the clinical nurse instructors using the AssCE tool. Results: The mean age of the student nurses was 22.3±0.5 years (range: 22-24 years), 90.1 % (n=81) of the students were woman, all of these were fourth-year nursing students. The mean score of AssCE was 3.99±0.71; ranging from 3.43 to 4.19.According to the instructors of the nursing students, they are highly reflectng their competencewith their own self knowledge 49.4%, ethical awarenes 46.9%, safety awareness 46.97%, scientific awareness 45.7% and their own carries out nursing care measures 34.4%. Conclusion: According to clinical instructors in the study, student nurses performed at a "good" level. It is recommended that student nurses should be supported to improve their skills and knowledge in order to improve their nursing performance. Keywords: The Clinical Education Assessment tool (AssCE), student nurse, clinical competence, nursing.

scholarly journals Nursing Students’ and Preceptors’ Experiences with Using an Assessment Tool for Feedback and Reflection in Supervision of Clinical Skills: A Qualitative Pilot Study

2021 ◽  
Vol 2021 ◽  
pp. 1-9
Author(s):  
Hilde Plathe ◽  
Elisabeth Solheim ◽  
Hilde Eide
Keyword(s):  
Clinical Practice ◽  
Pilot Study ◽  
Nursing Students ◽  
Undergraduate Students ◽  
Assessment Tool ◽  
Clinical Skills ◽  
Qualitative Content Analysis ◽  
Healthcare Services ◽  
Community Health Services ◽  
Personal Learning

Background. There is a need to improve students’ learning in clinical practice. Undergraduate students need guidance when it comes to transferring knowledge from the classroom to clinical practice in community health services. Competence Development of Practical Procedures (COPPs), a simulation assessment tool, was used to explore students’ and preceptors’ experiences with feedback and reflection during the supervision of clinical skills in real practice. Method. This was a pilot study with a qualitative exploratory and descriptive research design. Four students in their first year of a bachelor’s programme in nursing and four preceptors participated. Data were collected from eight clinical skills performance assessments, audio recordings of supervision, and open-ended questionnaires. Data were systematized, categorized, and analysed using qualitative content analysis. Findings. Participants’ experiences were divided into five categories: “learning environment, an atmosphere of respect, acceptance, and encouragement,” “students’ reflections on their own personal learning,” “students’ reflections on various care situations,” and “students’ and preceptors’ assessment and feedback.” Participants found COPPs easy to use and providing structure for assessment, feedback, and reflection during supervision. Concepts related to learning clinical skills became visible for both students and preceptors and helped students assess their performance of clinical skills. Through verbalization and reflection in supervision, participants established a consensus around what students knew and what they needed to learn. Conclusions. The students and preceptors experienced the tool as a supportive structure to enhance feedback and reflection for the learning of clinical skills in municipal healthcare services. COPPs filled a gap in practice by providing a language for students and preceptors to articulate their knowledge and increasing students’ awareness of what constitutes a good performance. The tool supported the coherence of concepts, enhanced clinical reasoning, and promoted deeper thinking and reflection, and the students gained insight into their own needs related to learning clinical skills.

Theory-Practice Gap: The Experiences of Nigerian Nursing Students

2018 ◽  
Vol 20 (1) ◽  
Author(s):  
Titilayo Dorothy Odetola ◽  
Olusola Oluwasola ◽  
Christoph Pimmer ◽  
Oluwafemi Dipeolu ◽  
Samson Oluwayemi Akande ◽  
...  
Keyword(s):  
Clinical Practice ◽  
Nursing Students ◽  
Developing Country ◽  
The Body ◽  
Clinical Staff ◽  
Clinical Settings ◽  
Practice Gap ◽  
The Difference ◽  
Analyse Data ◽  
Theory Practice Gap

The “disconnect” between the body of knowledge acquired in classroom settings and the application of this knowledge in clinical practice is one of the main reasons for professional fear, anxiety and feelings of incompetence among freshly graduated nurses. While the phenomenon of the theory-to-practice gap has been researched quite extensively in high-income country settings much less is known about nursing students’ experiences in a developing country context. To rectify this shortcoming, the qualitative study investigated the experiences of nursing students in their attempt to apply what they learn in classrooms in clinical learning contexts in seven sites in Nigeria. Thematic content analysis was used to analyse data gained from eight focus group discussions (n = 80) with the students. The findings reveal a multifaceted theory-practice gap which plays out along four tensions: (1) procedural, i.e. the difference between practices from education institutions and the ones enacted in clinical wards – and contradictions that emerge even within one clinical setting; (2) political, i.e. conflicts that arise between students and clinical staff, especially personnel with a lower qualification profile than the degree that students pursue; (3) material, i.e. the disconnect between contemporary instruments and equipment available in schools and the lack thereof in clinical settings; and (4) temporal, i.e. restricted opportunities for supervised practice owing to time constraints in clinical settings in which education tends to be undervalued. Many of these aspects are linked to and aggravated by infrastructural limitations, which are typical for the setting of a developing country. Nursing students need to be prepared regarding how to deal with the identified procedural, political, material and temporal tensions before and while being immersed in clinical practice, and, in so doing, they need to be supported by educationally better qualified clinical staff.

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