Löfmark Anna, Thorell-Ekstrand Ingrid
Faculty of Health and Occupational Studies, Department of Health and Caring Sciences, University of Gävle, Sweden; Stord/Haugesund University College, Department of Health Sciences, Haugesund, Norway.
Karolinska Institutet, Stockholm, Sweden.
Nurse Educ Pract. 2014 May;14(3):275-80. doi: 10.1016/j.nepr.2013.08.015. Epub 2013 Sep 25.
Assessment of students' learning is a crucial question when great changes occur in the higher education sector. One such educational reform is the Bologna declaration, the requirements of which have resulted in significant modifications in documents as assessment forms for clinical education. The aim of this study was to investigate students' and preceptors' perceptions of using the revised version of an assessment form, the AssCE form. Using convenience sampling, a questionnaire survey was completed by 192 nursing students and 101 preceptors. Most of the participants found that the revised AssCE form was possible to use during different years of the programme, and factors in the AssCE form were possible to combine with learning outcomes in the course syllabus. Most participants perceived that the scale added to each factor facilitated the assessment dialogue and offered possibilities to illustrate the students' development during clinical periods. Findings also showed that students were most often prepared with self-assessment before the assessment discussions. More information about the use of the AssCE form, also in combination with learning outcomes in the course syllabus, may further support the use of the form and contribute to students' development during clinical practice.
当高等教育领域发生重大变革时，学生学习评估是一个关键问题。博洛尼亚宣言就是这样一项教育改革，其要求导致作为临床教育评估形式的文件发生了重大修改。本研究的目的是调查学生和带教教师对使用评估表修订版（AssCE表）的看法。采用便利抽样法，192名护理专业学生和101名带教教师完成了问卷调查。大多数参与者发现，修订后的AssCE表在课程的不同年份都可以使用，并且AssCE表中的因素可以与课程大纲中的学习成果相结合。大多数参与者认为，添加到每个因素中的量表促进了评估对话，并为展示学生在临床实习期间的发展提供了可能。研究结果还表明，在评估讨论之前，学生最常进行自我评估。更多关于AssCE表使用的信息，以及与课程大纲中的学习成果相结合的信息，可能会进一步支持该表格的使用，并有助于学生在临床实践中的发展。
