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[Assessment of students' knowledge and pathological processes].

Raphaël Froger1, Isabelle Debray1, Pascale Martin1

  • 1Institut de formation, en soins infirmiers, Centre hospitalier universitaire de Grenoble, rue des Écoles, 38610 La Tronche, France.

Revue De L'Infirmiere
|June 1, 2019
PubMed
Summary
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Nurse training is evolving with digital tools and academic focus. Educators are reassessing teaching and knowledge assessment methods to meet healthcare demands, using pathological processes as a case study.

Area of Science:

  • Nursing Education
  • Medical Pedagogy
  • Digital Learning in Healthcare

Background:

  • Academisation of nursing education is increasing.
  • Digital technologies are prevalent in modern teaching.
  • Healthcare systems require adaptable and skilled nursing professionals.

Purpose of the Study:

  • To explore the impact of academisation and digital tools on nursing training.
  • To examine the re-evaluation of teaching and assessment strategies for nurses.
  • To present a case study on pathological processes within this evolving educational landscape.

Main Methods:

  • Review of current trends in nursing education.
  • Analysis of digital technology integration in teaching.
  • Case study methodology focusing on pathological processes.
Keywords:
apprentissageassessmentformation initiale infirmièreinitial nursing trainingknowledgelearningprofessionalisationprofessionnalisationsavoirévaluation

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Main Results:

  • Academisation necessitates a shift in pedagogical approaches.
  • Digital technologies offer new avenues for knowledge delivery and assessment.
  • Adapting training content, like pathological processes, is crucial for healthcare readiness.

Conclusions:

  • Nursing education must integrate academic rigor with technological advancements.
  • Continuous re-evaluation of assessment is vital for professionalisation.
  • The presented case study exemplifies necessary adaptations in nursing curricula.