Aase Ingunn, Akerjordet Kristin, Crookes Patrick, Frøiland Christina T, Laugaland Kristin A
SHARE- Centre for Resilience in Healthcare, Faculty of Health Sciences, University of Stavanger, Kjell Arholms gate 41, N-4036, Stavanger, Norway.
School of Psychology, Faculty of the Arts, Social Sciences & Humanities, University of Wollongong, Wollongong, NSW, Australia.
BMC Nurs. 2022 Jun 16;21(1):155. doi: 10.1186/s12912-022-00934-x.
According to EU standards, 50% of the bachelor education program in nursing should take place in clinical learning environments. Consequently, this calls for high quality supervision, where appropriate assessment strategies are vital to optimize students' learning, growth, and professional development. Despite this, little is known about the formal assessment discussions taking place in clinical nursing education.
The aim of this study was to explore the characteristics of the formal assessment discussions taking place during first-year students' clinical education in nursing homes.
An exploratory qualitative study was performed. The data consist of passive participant observations of 24 assessment discussions (12 mid-term and 12 final assessments) with first-year nursing students (n=12), their assigned registered nurse mentors (n=12) and nurse educators (n=5). The study was conducted in three public nursing homes in a single Norwegian municipality. Data were subjected to thematic analysis. The findings were reported using the Standards for Reporting of Qualitative Research.
Three themes were identified regarding the characteristics of the formal assessment discussions: (1) adverse variability in structuring, weighting of theoretical content and pedagogical approach; (2) limited three-part dialogue constrains feedback and reflection; and (3) restricted grounds for assessment leave the nurse educators with a dominant role.
These characteristic signal key areas of attention to improve formal assessment discussions to capitalize on unexploited learning opportunities.
根据欧盟标准，护理专业本科教育项目的50%应在临床学习环境中进行。因此，这就需要高质量的监督，其中适当的评估策略对于优化学生的学习、成长和专业发展至关重要。尽管如此，对于临床护理教育中正式评估讨论的情况却知之甚少。
本研究旨在探讨养老院中一年级护理专业学生临床教育期间正式评估讨论的特点。
进行了一项探索性定性研究。数据包括对24次评估讨论（12次中期评估和12次期末评估）的被动参与观察，涉及一年级护理专业学生（n = 12）、他们指定的注册护士导师（n = 12）和护士教育工作者（n = 5）。该研究在挪威一个自治市的三家公立养老院进行。对数据进行了主题分析。研究结果按照定性研究报告标准进行报告。
关于正式评估讨论的特点，确定了三个主题：（1）在结构、理论内容权重和教学方法方面存在不利的变异性；（2）有限的三方对话限制了反馈和反思；（3）评估依据有限，使护士教育工作者占据主导地位。
这些特点标志着需要关注的关键领域，以改进正式评估讨论，从而利用未被充分利用的学习机会。
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