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Updated: May 26, 2026

Using Learning Outcome Measures to assess Doctoral Nursing Education

Using Learning Outcome Measures to assess Doctoral Nursing Education

Published on: June 21, 2010

Nurses' Professional Performance: The Development and Evaluation of a Formative Workplace-Based Self-Assessment

Freda M D Vasse^1,2, Wim P Krijnen^3,4, Marieke F Van Der Schaaf⁵

¹Nursing Science and Education, Department of Health Sciences. University Medical Center Groningen, University of Groningen, P.O. Box 30.001, 9700 RB, Groningen, The Netherlands.

International Journal of Nursing Studies Advances

|May 25, 2026

Summary

This summary is machine-generated.

A new workplace assessment tool, the Formative Assessment for Nurses' Professional Performance (FAN), effectively measures nurses' skills and identifies development needs. This validated instrument supports professional growth and improves care quality across diverse healthcare settings.

Keywords:

Nurse practice Nurses’ task expertise Performance assessment Professional development Professional expertise Workplace measurement instrument

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Last Updated: May 26, 2026

Using Learning Outcome Measures to assess Doctoral Nursing Education

Using Learning Outcome Measures to assess Doctoral Nursing Education

Published on: June 21, 2010

Area of Science:

Nursing Education and Professional Development
Healthcare Workforce Assessment
Psychometrics and Educational Measurement

Background:

Workplace-based performance assessment and feedback are crucial for nurses' professional development.
Gaps between nurse expertise and job requirements can lead to decreased care quality, job dissatisfaction, and burnout.
A formative assessment tool is needed to address these performance gaps.

Purpose of the Study:

To develop and evaluate a workplace-based, development-oriented performance assessment instrument for nurses.
The instrument aims to assess professional tasks across beginner to expert levels.
To identify nurses' professional development needs.

Main Methods:

Instrument development followed the Evidence-Centered Design (ECD) Model, addressing 'Eight Validity Challenges'.
Content was derived from literature, task analysis, and expert review.
Extensive statistical analyses (EFA, CFA, reliability, validity tests) were performed on data from 5,411 nurses.

Main Results:

The Formative Assessment for Nurses' Professional Performance (FAN) instrument has three domains, 21 subscales, and 93 items.
The instrument demonstrated strong psychometric properties: confirmatory factor loadings > .50, Cronbach's alpha > .70, discrimination coefficients > 1.0.
Statistically significant differences were found based on educational level, job role, and workplace setting.

Conclusions:

The FAN instrument is a valid, reliable, and feasible tool for assessing nurses' professional performance.
It effectively measures performance, identifies development gaps, and supports professional growth at individual and organizational levels.
The assessment aids in aligning organizational and individual nurse goals, contributing to workforce reform.