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Using Learning Outcome Measures to assess Doctoral Nursing Education
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A Consensus Model: Shifting assessment practices in dietetics tertiary education.

Rachel Bacon1, Jane Kellett1, Janeane Dart2

  • 1Discipline of Nutrition and Dietetics, Faculty of Health, University of Canberra, Bruce, Australian Capital Territory, Australia.

Nutrition & Dietetics : the Journal of the Dietitians Association of Australia
|February 23, 2018
PubMed
Summary

This study evaluated a Consensus Model for competency-based assessment, finding it supports sustainable practices and fair evaluation. Further refinement and resources are needed for optimal benefits in nutrition and dietetics programs.

Keywords:
competency-based educationdieteticsprofessional competenceprogrammatic assessment

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Area of Science:

  • Education
  • Nutrition and Dietetics

Background:

  • Competency-based assessment is crucial in professional education.
  • Existing models often rely on discrete placement units, potentially limiting holistic evaluation.
  • A constructivist-interpretivist programmatic approach offers an alternative framework.

Purpose of the Study:

  • To evaluate a Consensus Model for competency-based assessment in a Master of Nutrition and Dietetics program.
  • To examine the model's effectiveness in assessing student competence holistically.
  • To explore stakeholder experiences with the proposed assessment model.

Main Methods:

  • An evaluative case study design was employed.
  • A modified Delphi process assessed 29 students using e-portfolios and panel interviews.
  • Data were triangulated with capstone internship assessments and qualitative studies with students and worksite educators.

Main Results:

  • Panel consensus was achieved and corroborated by internship outcomes.
  • The model supported sustainable assessment practices, shifted power dynamics, and provided a fair competence assessment method.
  • Discrepancies were noted between panel consensus and individual worksite educator interpretations for 34% of students.

Conclusions:

  • The research supports a constructivist-interpretivist programmatic assessment approach over discrete placement units.
  • Evidence across a whole course of study, considered by a panel, is advocated.
  • Refinement, resources, and training are necessary to maximize the benefits of the Consensus Model.