School of Nursing and Midwifery, Griffith University Logan Campus, University Drive, Meadowbrook, Queensland 4131, Australia.
Nurse Educ Today. 2010 Nov;30(8):720-5. doi: 10.1016/j.nedt.2010.01.011. Epub 2010 Feb 9.
Creative art as part of assessment in nursing is a powerful alternative to traditional methods of promoting engagement for students who have different learning styles, and who value engagement in creative activities. This paper describes an innovative assessment approach for first year nursing students which addressed the development of a beginning knowledge base in therapeutic communication as well as critical thinking and writing skills. Each student was asked to design a wearable mask to display an abstract interpretation of the therapeutic communication skills required as a nursing student, followed by a discussion about therapeutic nursing communication. Results from an evaluation of the assessment are described using Bigg's (1995) structure of observed learning outcome (SOLO) taxonomy. Seventy percent of students (n=35) found the new assessment to be an effective learning strategy. As a creative exercise, 82% (n=41) found the assessment to have engaged them at a personal level. More effort is needed for innovative assessment strategies to promote student engagement. Use of a creative assessment approach that incorporates art creation shows much promise in bridging the gap from a superficial understanding of concepts to an understanding characterised by deeper learning.
创造性艺术作为护理评估的一部分，为具有不同学习风格和重视参与创造性活动的学生提供了一种强有力的替代传统促进参与方法。本文描述了一种针对一年级护理学生的创新评估方法，该方法涉及到治疗性沟通以及批判性思维和写作技能的初步知识基础的发展。要求每个学生设计一个可穿戴面具，以展示对作为护理学生所需的治疗性沟通技巧的抽象解释，然后讨论治疗性护理沟通。使用Bigg（1995）的观察学习成果结构（SOLO）分类法描述了评估的结果。70％的学生（n=35）认为新评估是一种有效的学习策略。作为一种创造性的练习，82％（n=41）的学生认为评估使他们在个人层面上参与其中。需要更多的创新评估策略来促进学生的参与。使用创造性的评估方法，包括艺术创作，在弥合从肤浅理解概念到以深度学习为特征的理解之间的差距方面显示出很大的希望。
