[Teachers’ assessment practices in context of nursing clinical education : a qualitative descriptive study.]

Since no study has yet been able to assess the Quebec portrait of teachers' evaluation practices in the context of clinical education in nursing. Considering the importance of clinical teaching and evaluation in the education of nursing students, this study is justified. This article presents the results of a study that aimed to describe and understand the experience of teachers in the ongoing assessment of nursing students' learning during clinical education. It aimed to describe the evaluation practices of teachers during the learning of students in clinical education and achievement context, and to identify factors influencing these practices. In the context of descriptive qualitative research, the data collection was mainly based on the description of practices reported and collected during interviews realized with 10 nursing teachers of a college of the region of Saguenay-Lac-Saint-Jean (SLSJ, Quebec, Canada). The results allowed, for instance, to identify and to describe the evaluation practices led in this specific context of the study : the direct and indirect observation ; the questions asked to the sudent and to the group of sutdents and individual and group feed-back. They also allowed to enumerate and to categorize factors which can influence these practices, that is facilitates factors, barriers and faiths.