Palermo C, Beck E J, Chung A, Ash S, Capra S, Truby H, Jolly B
Department of Nutrition and Dietetics, Monash University, Notting Hill, VIC, Australia.
J Hum Nutr Diet. 2014 Oct;27(5):513-21. doi: 10.1111/jhn.12174. Epub 2013 Oct 23.
The assessment of competence for health professionals including nutrition and dietetics professionals in work-based settings is challenging. The present study aimed to explore the experiences of educators involved in the assessment of nutrition and dietetics students in the practice setting and to identify barriers and enablers to effective assessment.
A qualitative research approach using in-depth interviews was employed with a convenience sample of inexperienced dietitian assessors. Interviews explored assessment practices and challenges. Data were analysed using a thematic approach within a phenomenological framework. Twelve relatively inexperienced practice educators were purposefully sampled to take part in the present study.
Three themes emerged from these data. (i) Student learning and thus assessment is hindered by a number of barriers, including workload demands and case-mix. Some workplaces are challenged to provide appropriate learning opportunities and environment. Adequate support for placement educators from the university, managers and their peers and planning are enablers to effective assessment. (ii) The role of the assessor and their relationship with students impacts on competence assessment. (iii) There is a lack of clarity in the tasks and responsibilities of competency-based assessment.
The present study provides perspectives on barriers and enablers to effective assessment. It highlights the importance of reflective practice and feedback in assessment practices that are synonymous with evidence from other disciplines, which can be used to better support a work-based competency assessment of student performance.
对包括营养与饮食专业人员在内的卫生专业人员在工作场所的能力进行评估具有挑战性。本研究旨在探讨参与营养与饮食专业学生实践评估的教育工作者的经验，并确定有效评估的障碍和促进因素。
采用定性研究方法，对经验不足的营养师评估人员进行便利抽样深入访谈。访谈探讨了评估实践和挑战。在现象学框架内采用主题分析法对数据进行分析。有目的地抽取了12名相对缺乏经验的实践教育工作者参与本研究。
这些数据得出了三个主题。（i）学生学习以及评估受到多种障碍的阻碍，包括工作量要求和病例组合。一些工作场所难以提供适当的学习机会和环境。大学、管理人员及其同行对实习教育工作者的充分支持以及规划是有效评估的促进因素。（ii）评估人员的角色及其与学生的关系会影响能力评估。（iii）基于能力的评估的任务和职责缺乏明确性。
本研究提供了关于有效评估的障碍和促进因素的观点。它强调了反思性实践和反馈在评估实践中的重要性，这与其他学科的证据同义，可用于更好地支持对学生表现进行基于工作场所的能力评估。
