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Practice-based assessment: strategies for mentors.

¹RCN Institute, London. bob.price@rcn.org.uk

Nursing Standard (Royal College of Nursing (Great Britain) : 1987)

|June 7, 2007

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This study explores practice-based assessment for students, suggesting performance during care episodes is superior to continuous assessment methods for evaluating student competency.

Area of Science:

Medical Education
Healthcare Professional Training

Background:

Current student assessment methods in practice-based settings require critical evaluation.
The effectiveness of continuous assessment versus performance-based evaluation is debated.

Purpose of the Study:

To encourage investigation into current practice-based student assessment.
To propose improvements for student assessment in healthcare education.

Main Methods:

Literature review and conceptual analysis of assessment strategies.
Comparative analysis of continuous assessment and episodic performance evaluation.

Main Results:

Continuous assessment may not accurately reflect a student's clinical competence.

Related Experiment Videos

Assessment during actual episodes of care offers a more authentic evaluation.

Conclusions:

Practice-based assessment requires refinement for better student evaluation.
Shifting focus to performance during care episodes can enhance assessment validity.