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Assessment and learning in post-registration nurse education.
1University of Bradford, West Yorkshire.
Nursing Standard (Royal College of Nursing (Great Britain) : 1987)
|February 24, 2001
Summary
Nurse education assessment overemphasizes academic skills, neglecting practical nursing abilities. The study advocates for integrating assessment into the learning process, not as mere obstacles.
Area of Science:
- Nursing Education
- Educational Assessment
Background:
- Current nurse education assessment predominantly focuses on academic achievements.
- Existing methods inadequately evaluate essential practical nursing skills.
Purpose of the Study:
- To advocate for a paradigm shift in nursing education assessment.
- To emphasize the integration of assessment as a core component of the learning process.
Main Methods:
- Conceptual analysis of current assessment practices in nursing education.
- Argumentative approach to propose a revised assessment philosophy.
Main Results:
- Current assessment strategies are insufficient for measuring clinical competence.
- A shift towards formative assessment integrated with learning is proposed.
Conclusions:
- Nursing education assessment must evolve to include practical skill evaluation.
- Assessment should be reconceptualized as an integral part of student learning and development.