Faculty of Health and Social Sciences, Western Norway University of Applied Sciences, Norway.
Faculty of Health and Occupational Studies, University of Gävle, Sweden; Department of Public Health and Caring Sciences, Uppsala University, Sweden; Nursing Department, Medicine and Health College, Lishui University, China.
Nurse Educ Pract. 2018 May;30:13-19. doi: 10.1016/j.nepr.2017.11.014. Epub 2017 Nov 29.
Nursing students' learning process during clinical practice is dependent on the quality of their assessment, and the feedback that is given, however an issue that is very little examined. The aim of this study was to investigate student-preceptor dyads and their experiences of mid-course discussions and final assessment. Data were collected through repeated semi-structured individual interviews with 13 dyads close in time to the assessment discussions, and were analyzed by searching for similarities and differences in their experiences. Both students and preceptors shared the view that the preparations before the discussions caused uncertainty, but they described different reasons. Both students and preceptors meant that the assessment tool was used in a structured way. The feedback mediated to students emphasized what was important to concentrate on in the next part or next period, but less about the individual students' progress. The student-preceptor dyads did not share the view of what content had been in focus in the discussions and there were variations in the details. Conclusions can be drawn that one of the crucial elements of an assessment discussion, to give students constructive feedback in relation to learning outcomes, was not fulfilled.
护理学生在临床实习中的学习过程取决于评估的质量和反馈，但这是一个很少被研究的问题。本研究旨在调查学生-导师二人组及其对中期讨论和最终评估的经验。通过对 13 对接近评估讨论时间的学生-导师二人组进行多次重复的半结构化个人访谈收集数据，并通过搜索其经验中的相似点和不同点进行分析。学生和导师都认为讨论前的准备工作会引起不确定性，但他们描述的原因不同。学生和导师都表示评估工具是有组织地使用的。向学生提供的反馈强调了在下一部分或下一个阶段需要集中精力的重点，但对学生个体的进展关注较少。学生-导师二人组对讨论的重点内容没有共同的看法，细节上也存在差异。可以得出结论，评估讨论的一个关键要素是根据学习成果为学生提供建设性的反馈，但这一点并没有得到满足。
