Assessment of the clinical performance of nursing students in the workplace: Exploring the role of benchmarking using the Australian Nursing Standards Assessment Tool (ANSAT)

Takashima, Mari; Burmeister, Elizabeth; Ossenberg, Christine; Henderson, Amanda

doi:10.1016/j.colegn.2019.01.005

Cited by 9 publications

(6 citation statements)

References 25 publications

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“…Benchmarking is a way to compare assessment outcomes between assessors and has been shown to be useful in identifying variations and targeting areas where there are significant for discussion to reduce assessor variability. 32 Feedback from the assessor evaluation of the AMSAT describes the tool's usefulness and adaptability.…”

Section: Discussionmentioning

confidence: 99%

Development and validation of the Australian Midwifery Standards Assessment Tool (AMSAT) to the Australian Midwife Standards for Practice 2018

et al. 2020

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Background: The Australian Midwifery Standards Assessment Tool (AMSAT) was developed against the Competency Standards for the Midwife in 2017 to enable consistent assessment of midwifery student performance in practice-based settings. The AMSAT requires revision and re-validation as the competency standards have now been superseded by the Midwife Standards for Practice 2018. Objective: This research revised and validated the AMSAT to assess performance of midwifery students against the Midwife Standards for Practice 2018 and assessed its sensitivity. Design: A mixed-methods approach was used in a two-phase process. Phase one involved the rewording of the AMSAT and behavioural cue statements in an iterative participatory process with midwifery academics, assessors and students. The tool was field-tested in different assessment environments in phase two. Completed assessment forms were statistically analyzed, whilst assessor surveys were analysed using descriptive statistics and qualitative content analysis. Findings: Analysis of AMSAT (n=255) indicates the tool as: internally reliable (Cronbach alpha > 0.9); valid (eigenvalue of 16.6 explaining 67% of variance); and sensitive (score analysis indicating increased levels of proficiency with progressive student experience). Analysis of surveys (n=108) found acceptance of the tool for the purpose of summative and formative assessment, and in the provision of feedback to midwifery students on their performance. Conclusion: This study demonstrates that the redeveloped AMSAT is a valid, reliable and acceptable tool to assess midwifery students' performance against the Australian Midwife Standards for Practice This user-friendly tool can be used to standardize midwifery student assessment in Australia and enable continued benchmarking across education programs.

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Section: Discussionmentioning

confidence: 99%

Development and validation of the Australian Midwifery Standards Assessment Tool (AMSAT) to the Australian Midwife Standards for Practice 2018

et al. 2020

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“…Moreover, the supervision of students in the clinical setting is based on the feedback given to the student right after the patient's care. This helps the student to improve his or her learning experience and provides further opportunities for authentic learning (Havery, 2019;Scott & Elliott, 2019;Takashima et al, 2019). Furthermore, students want clear, personalized feedback to discover their strengths and shortcomings and to fix their mistakes within the context of a respectful and trustworthy relationship with the teacher (Chan et al, 2017).…”

Section: Discussionmentioning

confidence: 99%

“…Thus, the dimension of evaluation is not equally significant in the both groups because secondyear students rank it last. Nonetheless, learning situations, supervision, and assessment contribute strongly to students' authentic learning in the clinical setting (Takashima et al, 2019). In contrast, third-year students give importance to assessment and put personality last.…”

Section: Discussionmentioning

confidence: 99%

“…Moreover, clinical teaching occupies an important place in nursing education and is an essential component in determining the effectiveness of education. However, students and teachers face several difficulties such as the low availability of teachers in the clinical environment to support and monitor students (Otti et al, 2015), the challenge of dealing with students who have learning disabilities or have been through unpleasant clinical circumstances, the difficulty of assessing students and providing feedback due to the complexity that accompanies the documentation of their performance (Rodger, 2019;Takashima et al, 2019),the difficulty of providing diverse clinical learning opportunities (Salamonson et al, 2015b), the lack of opportunities for pedagogical and professional development (Brown et al, 2012;Selim et al, 2012) and how all these affect the expectations placed on clinical learning by students.…”

Section: Introductionmentioning

confidence: 99%

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Evaluation of Clinical Teaching by Nursing Students at the Higher Institute of Nursing and Health Techniques in Casablanca, Morocco

ElIdrissi

Lajane

Chemsi

et al. 2022

JESR

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Clinical teaching is an integral component of nursing education. As such, nursing students' evaluations provide insight into their perceptions of this style of teaching. It's a type of evaluation that was devised to improve education through formative assessment. The students' point of view on the instruction they receive is a fundamental element since they are the main recipients, and they appear more and more as partners in the educational process. Therefore, the purpose of this study is to explore and describe students' perceptions of clinical instruction at the Higher Institute of Nursing and Health Technology in Casablanca. To address this, we have drawn from Knox and Mogan's (1985) model of effective clinical nursing teaching. The results obtained showed that the teaching ability dimension received the highest score (4.61±1.62), followed by nursing competence, personality, and interpersonal interaction. Nevertheless, students gave the component of evaluation the lowest score (4.20±1.76). With p > 0.05 for all dimensions, the Mann-Whitney test reveals that the differences between the two groups of students are not statistically significant. For more accurate findings, however, further research is needed, and teachers and tutors should highlight the differences between the three groups. Received: 24 December 2021 / Accepted: 23 January 2022 / Published: 5 March 2022

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“…The regression models showed that the unique predictive variable is the students' mean score for all dimensions of satisfaction (overall satisfaction, with the clinical educator, the activities performed, the learning environment and the university organization). According to the literature, one of the most predictive indicators for measuring academic performance is the academic grade (Takashima et al, 2019). In the fsQCA model, the students' mean score is a condition for satisfaction with the learning environment and with the organization of the clinical practice.…”

Section: Discussionmentioning

confidence: 99%

What Academic Factors Influence Satisfaction With Clinical Practice in Nursing Students? Regressions vs. fsQCA

et al. 2020

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Clinical practices are considered one of the cornerstones in nurses' education. This study provides a framework to determine how factors in the academic environment, influence nursing student's satisfaction with their practices. A cross-sectional analytical study was conducted in a convenience sample of 574 nursing students at a private university in Valencia, during the 2016/2017 academic year, 79% (456) were women. Two statistical methodologies were used for data analysis: hierarchical regression models (HRM) and fuzzy sets qualitative comparative analysis (fsQCA). The HRM indicate that the students' mean score influences all dimensions of satisfaction. Furthermore, in the fsQCA, the type of service and center, as well as the type of management, the preference in the choice of the practice center and the number of students per period per clinical educator influence satisfaction with clinical practices. These results could be used to understand how academic factors influence nursing students' satisfaction with their clinical practices and to create intervention programmes that improve it. This will help prepare students to be the future nursing workforce.

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Assessment of the clinical performance of nursing students in the workplace: Exploring the role of benchmarking using the Australian Nursing Standards Assessment Tool (ANSAT)

Cited by 9 publications

References 25 publications

Development and validation of the Australian Midwifery Standards Assessment Tool (AMSAT) to the Australian Midwife Standards for Practice 2018

Development and validation of the Australian Midwifery Standards Assessment Tool (AMSAT) to the Australian Midwife Standards for Practice 2018

Evaluation of Clinical Teaching by Nursing Students at the Higher Institute of Nursing and Health Techniques in Casablanca, Morocco

What Academic Factors Influence Satisfaction With Clinical Practice in Nursing Students? Regressions vs. fsQCA

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