Senior Teaching Fellow, Florence Nightingale Faculty of Nursing, Midwifery and Palliative Care, King's College London.
Lecturer, Florence Nightingale Faculty of Nursing, Midwifery and Palliative Care, King's College London.
Br J Nurs. 2023 Mar 9;32(5):260-265. doi: 10.12968/bjon.2023.32.5.260.
The COVID-19 pandemic restricted face-to-face contact between students and educators, limiting continual assessment of student's clinical skill development. This led to rapid transformational online adaptations to nursing education. This article will present and discuss the introduction of a clinical 'viva voce' approach, which has been used at one university to formatively assess students' clinical learning and reasoning skills using virtual methods. The Virtual Clinical Competency Conversation (V3C) was developed using the 'Think aloud approach' and involved facilitated one-to-one discussion based on two questions from a bank of 17 predefined clinically focused questions. A total of 81 pre-registration students completed the formative assessment process. Overall, feedback from students and academic facilitators was positive and facilitated both learning and consolidation in a safe and nurturing way. Further local evaluation is continuing to measure the impact of the V3C approach on student learning now that some aspects of face-to-face education have resumed.
新冠疫情限制了学生和教育者之间的面对面接触，限制了对学生临床技能发展的持续评估。这导致了护理教育的快速转型，采用了在线方式。本文将介绍并讨论在一所大学引入临床“口头考试”方法，该方法使用虚拟方法形成性评估学生的临床学习和推理技能。虚拟临床能力对话（V3C）是使用“出声思考方法”开发的，涉及基于预定义的 17 个具有临床重点的问题库中的两个问题进行的一对一的讨论。共有 81 名预备注册学生完成了形成性评估过程。总体而言，学生和学术导师的反馈是积极的，以安全和培养的方式促进了学习和巩固。现在面对面教育的某些方面已经恢复，正在进行进一步的本地评估，以衡量 V3C 方法对学生学习的影响。
