Jo Borren, Erik Brogt, Cathy Andrew, Kaye Milligan
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引用次数: 0
Abstract
Background: This study reports on the process of competence assessment in undergraduate nursing programmes in New Zealand.
Aim: To identify current competence assessment practice and determine how competence assessment is constructed in order to reflect student development.
Design: This research utilised a qualitative exploratory-descriptive design.
Participants: Nurse educators from nine tertiary institutions opted to participate in the research.
Methods: Semi-structured interviews were conducted and data were analysed using a thematic analysis approach.
Results: Three themes are reported in this article; clinical assessment pedagogy, measure of competence, and relational assessment practice. There was significant variation between and within institutions in conducting competence assessment while scaffolding competence assessment throughout the degree programme was highlighted as a challenge.
Conclusions: This study highlights the need for an assessment process that allows for the developing competence of nursing students and competencies that are designed to adequately assess students in each year of the nursing programme.
期刊介绍：
Contemporary Nurse is an international peer-reviewed journal designed to increase nursing skills, knowledge and communication, assist in professional development and to enhance educational standards by publishing stimulating, informative and useful articles on a range of issues influencing professional nursing research, teaching and practice.
Contemporary Nurse is a forum for nursing educators, researchers and professionals who require high-quality, peer-reviewed research on emerging research fronts, perspectives and protocols, community and family health, cross-cultural research, recruitment, retention, education, training and practitioner perspectives.
Contemporary Nurse publishes original research articles, reviews and discussion papers.
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