Professor Rural Health Nursing (Mental Health), La Trobe School of Rural Health, Violet Marshman Centre for Rural Health, La Trobe University, Melbourne, Australia.
School of Health and Biomedical Sciences, RMIT University, Bundoora, Australia.
Nurse Educ Pract. 2021 Mar;52:103011. doi: 10.1016/j.nepr.2021.103011. Epub 2021 Mar 18.
This article aims to identify the application of authentic learning principles to the assessment of nursing students. An integrative review was undertaken using the Whittlemore and Knafl (2005) framework: identifying the problem/purpose, searching and evaluating the literature, data analysis and presentation or results. Primary searches were conducted using MeSH terms identified as key words across four search data bases (PubMed, Cinahl, Scopus and ProQuest). Literature was identified using inclusion/exclusion criteria and critiqued. Three major themes emerged from the literature review: Clinical Practice, Self-Assessment and Simulation. Models of authentic learning exist that could guide the development of authentic learning assessment for students, however no identifiable tool for locating and mapping authentic assessment in nursing was found. This review challenges the contemporary belief that authentic assessment is to be found in nursing curricula and evidenced by clinical practice.
本文旨在探讨真实学习原则在护理学生评估中的应用。采用 Whittlemore 和 Knafl（2005）框架进行综合回顾：确定问题/目的、搜索和评估文献、数据分析和呈现或结果。主要搜索使用了四个搜索数据库（PubMed、Cinahl、Scopus 和 ProQuest）中确定为关键词的 MeSH 术语。根据纳入/排除标准对文献进行了识别和评价。文献综述中出现了三个主要主题：临床实践、自我评估和模拟。存在可以指导学生真实学习评估发展的真实学习模型，但是没有找到用于确定和映射护理中真实评估的可识别工具。本综述挑战了当代的一种信念，即真实评估存在于护理课程中，并由临床实践证明。
