scholarly journals Portfolio assessment and evaluation: Implications and guidelines for clinical nursing education

Curationis ◽  
2002 ◽  
Vol 25 (3) ◽  
Author(s):  
M.M. Chabeli
Keyword(s):  
Nursing Education ◽  
Portfolio Assessment ◽  
Alternative Methods ◽  
Validity And Reliability ◽  
Assessment And Evaluation ◽  
Clinical Nursing ◽  
Methods Of Evaluation ◽  
Clinical Nursing Education ◽  
Effective Use

With the advent of Outcomes-Based Education in South Africa, the quality of nursing education is debatable, especially with regard to the assessment and evaluation of clinical nursing education, which is complex and renders the validity and reliability of the methods used questionable. This paper seeks to explore and describe the use of portfolio assessment and evaluation, its implications and guidelines for its effective use in nursing education. Firstly, the concepts of assessment, evaluation, portfolio and alternative methods of evaluation are defined. Secondly, a comparison of the characteristics of the old (traditional) methods and the new alternative methods of evaluation is made. Thirdly, through deductive analysis, synthesis and inference, implications and guidelines for the effective use of portfolio assessment and evaluation are described.

scholarly journals Reflective thinking in clinical nursing education: a concept analysis

Curationis ◽  
2004 ◽  
Vol 27 (4) ◽  
Author(s):  
M. Chabeli ◽  
M. Muller
Keyword(s):  
Nursing Education ◽  
Knowledge Base ◽  
World Wide ◽  
Reflective Thinking ◽  
Research Question ◽  
Concept Analysis ◽  
Conceptual Foundation ◽  
Clinical Nursing ◽  
Clinical Nursing Education ◽  
Effective Use

Over decades nursing had an interest in clarifying and developing its knowledge base and its conceptual foundation. Reflective thinking has become a popular word in nursing education world wide, but its meaning and effective use remains debatable because of lack of clarity in its meaning (Mackintosh, 1998:553). The researcher engaged in the concept analysis of reflective thinking so as to fully understand its meaning and interpretation, hence the research question to be addressed by this article is: “What is the meaning of reflective thinking in clinical nursing education?”

scholarly journals Explaining the Status of Clinical Nursing Education: A Qualitative Research in Iran

2022 ◽  
Vol In Press (In Press) ◽  
Author(s):  
Mohammad Ali Montaseri ◽  
Mohsen Faseleh Jahromi ◽  
Zohreh Badiyepeymaie Jahromi ◽  
Mohsen Hojat ◽  
Shohreh Javadpour
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Evaluation Process ◽  
Medical Sciences ◽  
Clinical Nursing ◽  
The Status ◽  
Clinical Nursing Education ◽  
Quality Of Nursing

Background: Challenges and problems of clinical nursing education are the most important factor in determining the quality of nursing students' education. Frequent assessment of the quality of nursing education without considering the existing challenges is an ineffective activity in analyzing the situation of nursing education. Objectives: This study aimed to explain the status of clinical nursing education at Jahrom University of Medical Sciences in Iran. Methods: This qualitative study based on the conventional content analysis approach was conducted at Jahrom University of Medical Sciences in 2018 - 2019. Data were collected through holding 10 semi-structured face-to-face focus group discussions (FGDs) with 110 nurses, head nurses, instructors, and students. Purposeful sampling was used and the interviews were analyzed by Graneheim and Lundman method by MAXQDA Software. Results: We obtained 626 in-vivo codes, 46 primary codes, eight subcategories (lack of attention to the evaluation process, non-participative evaluation, low staff educational cooperation, ineffective instructors, non-educational clinical space, student educational deficits, students' confusion in the clinical setting, and non-participatory planning), and three main categories (planning challenges, implementing challenges, and evaluation challenges). Conclusions: Educational leaders are recommended to shift to three areas, including democratic planning, wise implementation with frequent monitoring, and the use of modern clinical evaluation methods based on the participation of learners and other stakeholders.

Understanding clinical nursing education: An exploratory study

2016 ◽  
Vol 17 ◽  
pp. 145-152 ◽  
Author(s):  
Sherry Dahlke ◽  
Maureen O'Connor ◽  
Teresa Hannesson ◽  
Karleen Cheetham
Keyword(s):  
Nursing Education ◽  
Exploratory Study ◽  
Clinical Nursing ◽  
Clinical Nursing Education

scholarly journals Nurse educators’ perceptions of OSCE as a clinical evaluation method

Curationis ◽  
2001 ◽  
Vol 24 (1) ◽  
Author(s):  
MM Chabeli
Keyword(s):  
Nursing Education ◽  
South African ◽  
Clinical Evaluation ◽  
Clinical Competence ◽  
Nurse Educators ◽  
Evaluation Method ◽  
Thinking Skills ◽  
Alternative Methods ◽  
The South ◽  
Assessment And Evaluation

The South African Qualifications Authority, and the South African Nursing Council are in pursuit of quality nursing education to enable the learners to practise as independent and autonomous practitioners. The educational programme should focus on the facilitation of critical and reflective thinking skills that will help the learner to make rational decisions and solve problems. A way of achieving this level of functioning is the use of assessment and evaluation methods that measure the learners’ clinical competence holistically. This article is focused on the perceptions of twenty nurse educators, purposively selected from three Nursing Colleges affiliated to a university in Gauteng, regarding the use of OSCE (Objective Structured Clinical Examination) as a clinical evaluation method within a qualitative and descriptive research strategy. Three focus group interviews were conducted in different sessions. A descriptive content analysis was used. Trustworthiness was ensured by using Lincoln and Guba’s model (1985). The results revealed both positive and negative aspects of OSCE as a clinical evaluation method with regard to: administrative aspects; evaluators; learners; procedures/instruments and evaluation. The conclusion drawn from the related findings is that OSCE does not measure the learners’ clinical competence holistically. It is therefore recommended that the identified negative perception be taken as challenges faced by nurse educators and that the positive aspects be strengthened. One way of meeting these recommendations is the use of varied alternative methods for clinical assessment and evaluation that focus on the holistic measurement of the learners’ clinical competence.

scholarly journals Alternative methods for clinical nursing assessment and evaluation

2001 ◽  
Vol 6 (3) ◽  
pp. 18-30
Author(s):  
M M Chabeli
Keyword(s):  
Clinical Evaluation ◽  
Full Text ◽  
Nurse Educators ◽  
Evaluation Method ◽  
Alternative Methods ◽  
Nursing Assessment ◽  
Assessment And Evaluation ◽  
Clinical Nursing ◽  
Made In

The recommendations made in the article on nurse educators’ perceptions of OSCE as a clinical evaluation method (Chabeli, 2001:84-91) are addressed in this article.OpsommingIn hierdie artikel word daar gefokus op die aanbevelings wat gedoen is met betrekking tot die persepsies van verpleeg- opvoedkundiges ten opsigte van die OGKE as ‘n kliniese evalueringsmetode (Chabeli, 2001:84-91). *Please note: This is a reduced version of the abstract. Please refer to PDF for full text.

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