Msosa Annie, Bruce Judith, Crouch Rosemary
Kamuzu College of Nursing, Faculty of Nursing and Clinical Studies Department, Lilongwe, Malawi.
University of Witwatersrand, Johannesburg, School of Therapeutic Sciences, South Africa.
Nurse Educ Today. 2021 Feb;97:104677. doi: 10.1016/j.nedt.2020.104677. Epub 2020 Nov 26.
Following a global trend, nursing education institutions in Malawi adopted the skills laboratory approach for the teaching and learning of essential nursing skills in the bachelor degree in nursing. Students and faculty expressed concern about the lack of regular and planned formative assessments that build the competencies required in the middle and senior years of study.
The aim was to investigate the effect of a Formative Assessment Framework (FAF) on students learning in skills laboratories.
A sequential, mixed methods design was chosen, starting with qualitative approach followed by a quantitative approach using a quasi-experimental design. Formative Assessment Framework (FAF) was developed after phase 1, validated and tested on the teaching of eight nursing procedures in phase 2. Quantitative data were collected from students (n = 160) for 6 weeks. Data were analysed using STATA software packages.
Significant mean differences occurred between the pretest and posttest mean scores for seven procedures with a p-value of <0.05.
The use of a Formative Assessment Framework had a significant effect on clinical teaching and learning. The findings indicate that the FAF has the capacity to improve the students' clinical preparation for competencies in the OSCE, which takes place in the skills laboratories.
随着全球趋势，马拉维的护理教育机构采用技能实验室方法来教授护理学学士学位中的基本护理技能。学生和教师对缺乏定期且有计划的形成性评估表示担忧，而这种评估对于培养中高年级学习所需的能力至关重要。
旨在调查形成性评估框架（FAF）对学生在技能实验室学习的影响。
采用顺序混合方法设计，首先是定性方法，然后是使用准实验设计的定量方法。在第一阶段后开发了形成性评估框架（FAF），并在第二阶段对八项护理操作的教学进行了验证和测试。从160名学生中收集了6周的定量数据。使用STATA软件包进行数据分析。
七个操作的前测和后测平均分数之间出现了显著差异，p值<0.05。
形成性评估框架的使用对临床教学和学习有显著影响。研究结果表明，FAF有能力提高学生在技能实验室中为客观结构化临床考试（OSCE）能力进行的临床准备。
