scholarly journals Perceptions, Practices, and Challenges of Formative Assessment in Initial Nursing Education

2020 ◽  
Vol 14 (1) ◽  
pp. 180-189
Author(s):  
Halima Lajane ◽  
Rachid Gouifrane ◽  
Rabia Qaisar ◽  
Ghizlane Chemsi ◽  
Mohamed Radid
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Formative Assessment ◽  
Quantitative Research ◽  
Target Population ◽  
Assessment Tools ◽  
Pedagogical Practice ◽  
Assessment Practice ◽  
Research Perspective ◽  
Nursing Teachers

Background: Formative assessment is a pedagogical practice that improves teaching, as well as students' learning. There is a multitude of research demonstrating interest in this practice in the field of education. However, this assessment practice is poorly integrated by teachers despite its great pedagogical potential, in addition to the tensions existing between formative and summative assessment that its implementation is more formal by the institutions. Objective: The purpose of this research is to explore, as a first step, how nursing teachers conceptualize formative assessment and how they judge its usefulness in the teaching/learning process. Secondly, the study seeks to identify the main challenges that could influence the practice of formative assessment in the context of nursing education. Methods: The study used a descriptive quantitative research design. The target population of the study was composed of nursing teachers (N = 50) from the Higher Institute of Nursing and Health Techniques of Casablanca (ISPITS). This target population includes all permanent nursing teachers working at the ISPITS of Casablanca, divided into the various existing fields. They are responsible for the initial training and practical supervision of nursing students and health technicians enrolled in the cycles of the professional license. To meet our research objective, we conducted a survey using a questionnaire with 37 items divided into five dimensions based on William and Thompson's (2007) model of formative assessment. Results: The results revealed that, in teachers’ practice, the informal approach to formative assessment takes precedence over formal approaches based on planned assessment tools. In addition, their perception of the usefulness of formative assessment is oriented towards a diagnostic function of students' learning difficulties rather than a function of teaching guidance. Furthermore, the study showed that the time commitment of formative assessment and the diversity of activities required of teachers might be obstacles to a broader practice of formative assessment. Conclusion: This study offers suggestions that may help teachers facilitate and innovate the implementation of formative assessment in the field of nursing. Our research perspective is to demonstrate the effect of formative assessment on student learning outcomes through the implementation of a field experiment in collaboration with nursing teachers.

HUBUNGAN PENGETAHUAN TERHADAP KOMPETENSI MAHASIWA PROFESI NERS DALAM PENERAPAN EVIDENCE BASED PRACTICE

2018 ◽  
Vol 14 (1) ◽  
Author(s):  
Hasniatisari Harun ◽  
Yusshy Kurnia Herliani ◽  
Anita Setyawati
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Quantitative Research ◽  
Evidence Based Practice ◽  
Sampling Technique ◽  
Nursing Program ◽  
Evidence Based ◽  
Professional Nursing ◽  
Professional Nurses ◽  
High Competence

Professional nurses could be prepared through professional nursing programs. Professional nursing program is part of the nursing education program. One of the competencies required to be professional nurses is implementing evidence-based practice (EBP) to explore the best nursing interventions for patients to get optimal outcome. Nursing students have learned EBP during bachelor degree by analysis case using the EBP method. However, evaluation related  students' understanding of the method and its application of EBP to the clinical practice was none. The purpose of this study was to determine the relationship of knowledge with student competency in the implementation of evidence based practice (EBP) to managed patients in the medical surgical nursing stage. This research is quantitative research. The sample in this study was 120 nursing students who were at professional nursing program that were recruited using total sampling technique. The instrument used is the Evidence Based Practice Questionnaire (EBPQ) questionnaire. The results showed that more than half of the respondents had high knowledge (68%), and high competence (49%). This study shows a meaningful relationship between knowledge of student competence in applying EBP (r = .6070, p <0.01). The findings of this study are important for recommendations related to developing teaching materials in nursing education related to for providing the best service for patients.

scholarly journals Formal education and nurses' attitudes towards alcohol and alcoholism in a Brazilian sample

2005 ◽  
Vol 123 (4) ◽  
pp. 175-180 ◽  
Author(s):  
Sandra Cristina Pillon ◽  
Ronaldo Ramos Laranjeira
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Formal Education ◽  
Practical Knowledge ◽  
Sao Paulo ◽  
São Paulo ◽  
Brazilian Sample ◽  
Postgraduate Studies ◽  
Quantitative Descriptive ◽  
Nursing Teachers

CONTEXT AND OBJECTIVE: Nurses are one of the largest groups of healthcare professionals sharing in patient care responsibilities, including caring for those who use and abuse psychoactive substances. The objective was to evaluate the theoretical-practical knowledge acquired by nurses in undergraduate and postgraduate studies and their perceptions about alcohol users. DESIGN AND SETTING: Quantitative, descriptive survey at Universidade Federal de São Paulo - Escola Paulista de Medicina and Hospital São Paulo. METHODS: The sample included nurses, students and nursing teachers. The survey included questions about sociodemographic characteristics; a nurses' attitudes and beliefs scale; and a questionnaire to identify formal nursing education on the use of alcohol and its consequences. RESULTS: 59.7% out of 319 volunteers were nurses, 22.7% were nursing teachers and 17.6% were nursing students. 70% of the participants had received little or no information on physical, family and social problems related to alcohol use; 87% had received little or no information on high risk related to specific segments of the population; 95% had received little or no information on nursing procedures for alcohol-abuse patients. CONCLUSION: Formal education regarding the use of alcohol and its consequences is limited, especially with regard to offering adequate care and management for patients who have problems with or are addicted to alcohol.

scholarly journals The Preceptions of students and Teachers about The Level of The Sanctions for academic Integrity Violans: An Explanatory Sequential Design Study in a Nursing Education Program

2017 ◽  
Vol 6 (2) ◽  
pp. 84
Author(s):  
Yogik Setia Anggreini ◽  
Yayi Suryo Prabandari ◽  
Titi Savitri Prihatiningsih
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Academic Integrity ◽  
Quantitative Research ◽  
Group Discussion ◽  
Regulatory Body ◽  
Research Survey ◽  
Level 3 ◽  
Explanatory Sequential Design ◽  
Level 2

Background: Professional Behavior is a reflection of the professionalism, which includes academic integrity. Some of student’s behavioral violations related to academic integrity are influenced by perception. However, students and lecturers tend to interpret these violations differently associated with severity of academic integrity, for example, the sanction against violations of academic integrity. Thus, these differences may contribute to the number of occurrences of academic integrity violations. This study aims to identify the perception of nursing students and lecturers about the level of sanctions for violations of academic integrity.Method: This study used a mixed method using a sequential explanatory design. This was also a quantitative research survey using a questioner to 101 nursing students, followed by focus group discussion done by the students and in-depth interviews to four lecturers.Results: The behavior deemed not to be in violation was 1% -5.9%. Most students chose sanction level 2 (21.8% - 66.35%), sanction level 3 (23.8% - 28.7%) and the highest sanction level or level 10 (19.8%)Conclusion: The perception of students to the sanction level out of 22 items, 15 items nursing students chose sanction level 2 “verbal warning” (21.8% - 66.35%), 2 items students chose sanction level 3 “written warning” (23.8% -28.7%). The highest sanction level chosen was level 10 “reported to the professional regulatory body” (19.8%). The lecturers assumed that mild sanction first given was in the form of verbal warning and the toughest was being suspended.

Curiosity and Caring Levels in Undergraduate Nursing Education: A Relational Investigation Toward Understanding Empathetic Curiosity

2020 ◽  
Vol 24 (3) ◽  
pp. 202-212
Author(s):  
Sandra G. Nadelson ◽  
Louis S. Nadelson
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Quantitative Research ◽  
Nursing Student ◽  
Research Study ◽  
Undergraduate Nursing Education ◽  
Undergraduate Nursing ◽  
Exceptional Patient ◽  
Programs Of Study ◽  
Insight Into

Emotional caring and curiosity are associated with exceptional patient care. Combined, the characteristics form empathetic curiosity. Little is known about nursing students' curiosity. Our quantitative research study provides insight into connections between caring and curiosity of nursing students both early and late in their programs of study. Students early their program perceived more caring from others toward them than the students late in the program. The students did not differ in their curiosity or caring levels for others. Our findings indicate a positive relationship between caring and curiosity. Nursing student curiosity may be reflective of their preparation as professionals.

scholarly journals Utilization of Nursing Education Progressive Web Application (NEPWA) Media in an Education and Health Promotion Course Using Gagne’s Model of Instructional Design on Nursing Students: Quantitative Research and Development Study (Preprint)

2020 ◽  
Author(s):  
Deny Yuliawan ◽  
Doni Widyandana ◽  
Rachmadya Nur Hidayah
Keyword(s):  
Health Promotion ◽  
Instructional Design ◽  
Nursing Education ◽  
Nursing Students ◽  
Research And Development ◽  
Web Application ◽  
Quantitative Research ◽  
Student Knowledge ◽  
Development Study ◽  
Education And Health

BACKGROUND Previous studies have proven that web-based learning media that offer interesting features with <i>the learning management system</i> concept could support the learning processes of nursing students. Nonetheless, it is still necessary to conduct further research on its potential as an information media that supports learning using 1 of the mobile learning methods. OBJECTIVE This study aims to develop and use the Nursing Education Progressive Web Application (NEPWA) media in an education and health promotion course for nursing students. METHODS This is a research and development study aimed at developing the NEPWA media using the Analyze, Design, Develop, Implement, and Evaluate approach and a quantitative research with descriptive and pre-experimental 1-group pretest-posttest design conducted in the Study Program of Nursing Sciences, Faculty of Health Sciences, Muhammadiyah University of Surakarta. A total of 39 nursing students in their second year of undergraduate studies participated in this study. A pretest-posttest design was used to measure any changes in the dependent variable, whereas a posttest design was used to measure any changes in the independent variables. RESULTS After using the NEPWA media, there was a significant increase in the student knowledge variable (N=39; knowledge: <i>P</i>&lt;.001; 95% CI 23.88-33.14). In terms of student satisfaction with the learning process using Gagne’s model of instructional design, most of the students were satisfied, with a mean score of ≥3. In addition, the results of the measurement using the System Usability Scale on the NEPWA media showed that NEPWA has good usability and it is acceptable by users, with a mean score of 72.24 (SD 8.54). CONCLUSIONS The NEPWA media can be accepted by users and has good usability, and this media is designed to enhance student knowledge.

scholarly journals A scoping review of admission criteria and selection methods in nursing education

BMC Nursing ◽  
2020 ◽  
Vol 19 (1) ◽  
Author(s):  
Vahid Zamanzadeh ◽  
Akram Ghahramanian ◽  
Leila Valizadeh ◽  
Farzaneh Bagheriyeh ◽  
Marita Lynagh
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Standardized Tests ◽  
Scoping Review ◽  
Assessment Tools ◽  
Future Research ◽  
Admission Criteria ◽  
Selection Methods ◽  
Cognitive Characteristics ◽  
Academic Abilities

Abstract Background Nursing education institutions are required to select and train applicants who have appropriate characteristics for delivering effective healthcare. Unlike other healthcare professions and despite the need to attract and select a competent workforce, there has been no comprehensive analysis of the selection criteria and methods used to recruit nursing students. As there is relatively limited prior research available, we conducted a scoping review to explore and synthesise the existing evidence regarding admission criteria and selection methods of nursing students and for the purpose of identifying an agenda for future research in this field. Methods Our scoping review follows the Arksey and O’Malley five-step proposition including identifying the research question and relevant studies, study selection, tabulation of data, and summarizing and reporting the results. Seven databases (PubMed, CINAHL, Scopus, ERIC, SID, Irandoc and PsycINFO) were searched systematically using relevant keywords. Articles on admission of undergraduate nursing students published in both English and/or Persian from 2006 to 2019 were retrieved. Results Existing research evidence suggests that nursing students are largely selected on the basis of two criteria - “cognitive-academic abilities” and “non-cognitive abilities.” Cognitive-academic abilities were assessed in four main dimensions of mathematics, language, natural sciences and reasoning skills mainly through standardized tests and academic records. Our review shows a wide range of non-cognitive characteristics are evaluated in nursing applicants including: morality, interpersonal communication skills and psychological strength. The selection method most commonly used to assess characteristics was through interviews (panel interviews or multiple mini interviews). Other methods included references, personal statements and personality assessment tools. Conclusions This is the first scoping review of literature regarding nursing education selection and recruitment. Results can be used to inform nursing education policymakers and institutions in the design of their selection practices. Future research should concentrate on the evaluation and improvement methods of student selection including content and predictive validity analysis of multiple mini interview and standardized tests, development of cost-effective selection methods and job analysis studies to identify specific non-cognitive characteristics for nursing.

scholarly journals Nursing students’ perceptions of soft skills training in Ghana

Curationis ◽  
2017 ◽  
Vol 40 (1) ◽  
Author(s):  
Luke Laari ◽  
Barbara M. Dube
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Quantitative Research ◽  
Soft Skills ◽  
Student Nurses ◽  
Skills Training ◽  
Therapeutic Touch ◽  
Clinical Environment ◽  
Definition Of ◽  
The University

Background: The quality of nursing care rendered today is markedly reducing and the amount of time spent with patients listening to and explaining issues concerning their conditions is gradually diminishing. The therapeutic touch and the listening ear of the nurse are no longer accessible to the patient. Understanding what non-technical skills are and their relevance for healthcare practitioners has become a new area of consideration. Although recent literature has highlighted the necessity of introducing soft skills training and assessment within medical education, nursing education is yet to fully embrace this skills training.Objectives: The aim of this study was to explore nursing students’ understanding of the concept of soft skills and to acquire their perception on the need for soft skills training to promote quality nursing care.Methods: A quantitative research design with descriptive and explorative strategies was used. One hundred and ten nursing students were sampled after permission to conduct the study was requested and obtained from the University of KwaZulu-Natal Ethics Committee.Results: The results indicated that a majority (68.8%) of respondents understood the concept of soft skills and agreed with the definition of ‘soft skills’. They furthermore agreed that soft skills should be part of the training that student nurses receive during their professional training.Conclusion: The study revealed that there is a need for nursing students to be educated in soft skills and that this will enhance their job performances in the clinical environment and improve the way in which they communicate with their clients.

scholarly journals A survey of nursing teachers’ awareness of discrimination and inequity in telephone nursing care

BMC Nursing ◽  
2021 ◽  
Vol 20 (1) ◽  
Author(s):  
Inger K Holmström ◽  
Elenor Kaminsky ◽  
Anna T Höglund ◽  
Marianne Carlsson
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Nursing Care ◽  
Role Models ◽  
Good Life ◽  
Practical Nursing ◽  
Life Situation ◽  
Telephone Nursing ◽  
Nursing Teachers

Abstract Background Nursing care should be respectful of and unrestricted by patients’ age, ethnicity, gender, dis/abilities or social status, and such values should be taught to nursing students. Nursing teachers are crucial as role models, and their values are essential. In telephone nursing, only age, sex and ethnicity are known to the registered nurses, which can be challenging. The aim of this study was to explore awareness of discrimination and inequity in telephone nursing among nursing teachers. Methods A study specific survey was filled in by 135 nursing teachers from three universities in Sweden. The survey included short descriptions of 12 fictive persons who differed in age, ethnicity and sex and with questions about their estimated life situation. The teachers’ estimations of life situation were ranked from lowest probability to highest probability. A ‘good life index’ was constructed and calculated for each fictive person. It included quality of life, power over one’s own life and experience of discrimination. Results The results indicate that the nursing teachers were aware of how power and age, ethnicity and sex are related; that is, they were aware of discrimination and inequity in healthcare. The persons assessed to be most likely to lead a good life were males of Swedish origin, followed by females of Swedish origin. Persons with non-European origin were estimated to have the highest probability of experiencing discrimination. Conclusions The nursing teachers were aware of discrimination and inequity in healthcare. They were able to estimate a fictive person’s life situation based on the limited knowledge of age, ethnicity and sex. This is important, as their values are pivotal in theoretical and practical nursing education.

scholarly journals En kvalitativ studie av sykepleiestudenters opplevelser av nye læringsaktiviteter i kritisk vurdering av kvantitative forskningsartikler

2015 ◽  
Vol 10 (2) ◽  
pp. 91
Author(s):  
Cecilie Katrine Utheim Grønvik ◽  
Signe Gunn Julnes ◽  
Atle Ødegård
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Quantitative Research ◽  
Evidence Based Practice ◽  
Critical Evaluation ◽  
Learning Activities ◽  
Research Articles ◽  
Evidence Based ◽  
Constructive Feedback ◽  
New Learning

<p>A qualitative study of nursing students' experience of new learning activities in critical evaluation of quantitative research articles<strong> </strong></p><p>Evidence-Based Practice is a vital part of professional health care and nurses need to have knowledge of research. This article presents nursing students' experience with new learning activities in critical evaluation of quantitative research articles. This experience was studied in focus group interviews with second-year nursing students. The students described it as challenging to understand the various quantitative designs and statistical methods. Specific requirements in the learning activities, constructive feedback, relevance and conformity between learning activities and assessments seem to promote the targeted learning outcome. How students' knowledge and skills are received in practice seems to affect students' attitudes and behavior in relation to the application of research results. To increase evidence-based practice there appears to be a need for innovative processes that can strengthen the cooperation between the nursing education and the field of practice.</p>

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