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Using Learning Outcome Measures to assess Doctoral Nursing Education
Published on: June 21, 2010
Preceptors' views of assessing nursing students using a competency based approach
Irene Cassidy1, Mary Pat Butler, Bernie Quillinan
1Department of Nursing and Midwifery, University of Limerick, Ireland. irene.cassidy@ul.ie
Nurse Education in Practice
|May 30, 2012
Summary
This study evaluated clinical competence assessment for BSc nursing programs. Preceptors found competing demands and unclear documentation challenging, recommending a unified approach for better student skill development.
Area of Science:
- Nursing Education
- Clinical Competence Assessment
- Healthcare Professional Training
Background:
- Clinical competence assessment is crucial for BSc nursing registration education.
- Preceptors play a vital role in evaluating student nurses' practical skills.
- Existing assessment methods face challenges in real-world clinical settings.
Purpose of the Study:
- To evaluate the effectiveness of clinical competence assessment in BSc nursing registration programs.
- To explore preceptors' views and experiences with competency-based assessment of undergraduate nursing students.
- To identify challenges and areas for improvement in the current assessment systems.
Main Methods:
- A mixed-methods approach was employed, including qualitative focus groups and quantitative surveys.
- Two focus groups (n=16) were conducted with preceptors across general, mental health, and intellectual disability nursing.
- A survey (n=837) was administered to preceptors in these nursing disciplines.
Main Results:
- Preceptors expressed concerns regarding the wording of competency documentation and integrating skills into assessments.
- Competing demands within the clinical environment significantly impacted the assessment process for preceptors.
- Key themes emerged: preceptor attitudes towards competencies, the role of the preceptor, and practical application of competencies.
Conclusions:
- A regional and national review of competency assessment systems is recommended to establish a common language.
- Promoting greater student skill development within competency frameworks is essential.
- Assessment strategies need to be more practical and adaptable to the current clinical environment.
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