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An Evidence-based Approach to Measuring Affective Domain Development.

Melanie Stephens1, Paula Ormandy1

  • 1School of Health and Society, University of Salford, Fredrick Road Campus, Salford, Greater Manchester M6 6PU, England, United Kingdom of Great Britain and Northern Ireland.

Journal of Professional Nursing : Official Journal of the American Association of Colleges of Nursing
|May 26, 2019
PubMed
Summary

A qualitative framework reliably assesses long-term changes in nurses' affective domain development. Key factors influencing this development include motivation and reflection on transformational learning experiences.

Keywords:
Affective domainAttitudesBeliefsMeasurementModificationValues

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Area of Science:

  • Nursing Education
  • Affective Domain Assessment
  • Qualitative Research Methods

Background:

  • Educational taxonomies guide nursing curriculum design, learning objectives, and assessment of values, behaviors, and attitudes.
  • Current measurement of the affective domain in nursing education is limited, primarily using quantitative tools immediately before and after learning activities.
  • There is a need for reliable methods to assess the long-term impact of learning on nurses' affective domain.

Purpose of the Study:

  • To examine the reliability of a qualitative framework for assessing the long-term impact of nursing learning activities on affective domain development.
  • To evaluate the effectiveness of Epstein's qualitative framework in capturing changes in nurses' attitudes and values post-enrichment learning.
  • To explore the long-term modification in affective domain development following transformational learning experiences in pre-registration nursing programs.

Main Methods:

  • Epstein's (1977) qualitative framework was applied to analyze self-reported data from twelve international nurses.
  • Nurses were 20-24 months post-registration and had participated in enrichment learning activities during their pre-registration program.
  • Enrichment activities included international placements, interprofessional learning, simulation, and blended learning.

Main Results:

  • Epstein's framework successfully measured the degree of affective domain development in nurses' self-reported responses.
  • Four nurses demonstrated modification at the identification level (adopting new attitudes/behaviors).
  • Eight nurses reached the internalization stage (embracing new values and attitudes).

Conclusions:

  • Epstein's qualitative framework is a reliable tool for assessing short- and long-term modifications in nurses' affective domain development.
  • Transformational learning activities significantly impact nurses' affective domain, leading to identification or internalization.
  • Motivation for undertaking learning activities and subsequent reflection are crucial elements for advancing nurses from identification to internalization.