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A systematic review of clinical assessment for undergraduate nursing students
Xi Vivien Wu1, Karin Enskär2, Cindy Ching Siang Lee3
1Alice Centre for Nursing Studies, Level 2, Clinical Research Centre, Block MD 11,10 Medical Drive, Singapore; School of Health Sciences, Jonkoping University, Sweden, Box 1026, SE-551 11 Jönköping, Sweden.
Background:
Consolidated clinical practicum prepares pre-registration nursing students to function as beginning practitioners. The clinical competencies of final-year nursing students provide a key indication of professional standards of practice and patient safety. Thus, clinical assessment of nursing students is a crucial issue for educators and administrators.
Objective:
The aim of this systematic review was to explore the clinical competency assessment for undergraduate nursing students.
Data Sources:
PubMed, CINAHL, ScienceDirect, Web of Science, and EBSCO were systematically searched from January 2000 to December 2013.
Methods:
The systematic review was in line with the Preferred Reporting Items for Systematic Reviews and Meta-Analyses guidelines. Published quantitative and qualitative studies that examined clinical assessment practices and tools used in clinical nursing education were retrieved. Quality assessment, data extraction, and analysis were completed on all included studies.
Results:
This review screened 2073 titles, abstracts and full-text records, resulting in 33 included studies. Two reviewers assessed the quality of the included studies. Fourteen quantitative and qualitative studies were identified for this evaluation. The evidence was ordered into emergent themes; the overarching themes were current practices in clinical assessment, issues of learning and assessment, development of assessment tools, and reliability and validity of assessment tools.
Conclusion:
There is a need to develop a holistic clinical assessment tool with reasonable level of validity and reliability. Clinical assessment is a robust activity and requires collaboration between clinical partners and academia to enhance the clinical experiences of students, the professional development of preceptors, and the clinical credibility of academics.
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