Le Var R M
Nurse Educ Today. 1996 Apr;16(2):85-93. doi: 10.1016/s0260-6917(96)80062-1.
The nursing, midwifery and health visiting professions are faced with the question of whether there should be development of higher level NVQs within these professions. However, an examination of the assessment process in NVQs finds it to be bureaucratic, reductionist and fragmented in nature and unlikely to engender analysis and synthesis. Educational research has revealed that assessment has a powerful effect on learning. When applying the findings of this research to NVQs, the assessment in NVQs is found to have the potential to fragment and damage the learning striven for. It is unlikely to promote learning or maximize candidates potential capabilities in terms of development. The professions in Australia have developed an holistic approach to competence. The assessment process used there is in keeping with the assessment process in professional nursing, midwifery and health visiting education in England. It is important that the statutory bodies and the nursing, midwifery and health visiting professions consider the assessment process in NVQs, its potential effect on learning and the development of the professional practitioner within the context of future collaboration regarding the development of higher level NVQs.
