Development and validation of a Clinical Assessment Tool for Nursing Education (CAT-NE)

Skúladóttir, Hafdís; Svavarsdóttir, Margrét Hrönn

doi:10.1016/j.nepr.2016.06.008

Cited by 19 publications

(20 citation statements)

References 24 publications

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“…Interestingly, IRV-IPL focuses on positive affinity toward IPL in contrast with other tools that include both exemplar and non-exemplar performances. This may lead to an acceptable conclusion based on sound reasoning, evidence, and justification, and further enhance tool sensitivity [83].…”

Section: Discussionmentioning

confidence: 99%

Development and validation of interprofessional learning assessment tool for health professionals in continuing professional development (CPD)

et al. 2019

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IntroductionInterprofessional learning (IPL) is increasingly recognized as a promising strategy in addressing the burgeoning challenges in healthcare. Its assessment remains to be perplexing and requires accurate measurements. Thus, this study intended to develop a valid and reliable reflective tool in assessing IPL as a Continuing Professional Development (CPD) outcome.MethodsA one-group post-posttest pre-experimental design with tool development was employed to establish the validity and reliability of the “Inventory of Reflective Vignette–Interprofessional Learning” (IRV-IPL). This tool was developed from an extensive literature review and designed with three segments to assess interprofessional competencies before, after, and what if scenarios using vignettes. After it was validated by education experts (n = 5) and written consent forms were signed by the participants, the IRV-IPL was pilot tested among healthcare professionals (n = 10) for analysis and improvement. During the actual implementation, it was administered to healthcare professionals (n = 45) who participated in a university-provided CPD event. Collected data underwent validity and reliability testing.ResultsIRV-IPL generated excellent internal consistency (α = 0.98), and across all segments of collaboration (α = 0.96), coordination (α = 0.96), cooperation (α = 0.96), communication (α = 0.97), and commendation (α = 0.98). Items exhibited significantly positive large correlations (r > 0.35, p < 0.05) in all segments showing beneficial measures for postdictive validity in recalling prior interprofessional competencies, and predictive validity in estimating interprofessional learning as an outcome of CPD and alternative interventions.ConclusionThis study provided a piece of groundwork evidence on the use of IRV-IPL as a reflective assessment tool for interprofessional learning in CPD contexts. Further studies are essential to explore the educational utility of IRV framework in crafting relevant assessments and to establish construct validity of IRV-IPL using exploratory and confirmatory factor analyses.

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Section: Discussionmentioning

confidence: 99%

Development and validation of interprofessional learning assessment tool for health professionals in continuing professional development (CPD)

et al. 2019

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“…To date there is limited literature (Ulfvarson, & Oxelmark, 2012, Skúladóttir & Svavarsdóttir, 2016 on the development of practice assessment documents, never mind on a national level. This determination and success for partnership working is congruent with the Review of Education provision in Scotland (SGHD 2014) and the Chief Nurse's stated commitment to produce a 'world class' education system.…”

Section: Discussionmentioning

confidence: 99%

“…To date worldwide there have been publications regarding the development of practice learning assessment tools (Ulfvarson, & Oxelmark, 2012, Skúladóttir & Svavarsdóttir, 2016 and even city's or geographical areas developing a common practice learning assessment tool (Pan London: Baillie et al 2016 ; Pan Manchester) with only one other country wide approach (Wales, Cassidy 2012). The work of the Scottish working group incorporated all 12 HEIs that provide pre-registration nurse education in Scotland, and as such is the largest collaboration that we are aware of.…”

Section: Introductionmentioning

confidence: 99%

A process of developing a national practice assessment document

Roxburgh

McCallum

McCrossan

et al. 2018

Nurse Education in Practice

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This paper will share how one country within the United Kingdom (UK) collaborated on a national partnership approach in developing a consistent pre-registration undergraduate nursing practice learning assessment document. In 2011 the Scottish Heads of Academic Nursing and Allied Health Professionals (SHANAHP, now Council of Deans Scotland, CoDS) agreed to support the development of a Scottish national approach to practice learning assessment document (the "Scottish Ongoing Achievement Record"). Whilst no direct funding was received to support this work, each HEI agreed that this work would be recognised via the release of staff time to enable completion. Utilising a communities of practice approach to collaborative working, the national group incorporated the collective knowledge and experience of representatives from all Higher Education Institutes (HEIs) in Scotland that provided undergraduate pre-registration nurse education. The work of the group will be described in four phases, Mapping of Influential Drivers; Guiding Principles and Good Practice; Document development; and Implementation. Appraisal of the advantages of this approach in light of international literature will be considered alongside challenges encountered during development and implementation.

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“…The Clinical Assessment Tool for Nursing Education (CAT‐NE) proposed by Skúladottir and Svavarsdottir (2016) was used as study instrument. This assessment tool was appropriate for evaluating the clinical performance of nursing students as it comprises of rubrics that list the criteria for the expected performance of students.…”

Section: Methodsmentioning

confidence: 99%

Determining the effects of traditional learning approach and interactive learning activities on personal and professional factors among Saudi intern nurses

et al. 2020

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Aim This study determines the impact of traditional and interactive learning activities on personal and professional development among Saudi intern nurses. Design A comparative research design was adopted by recruiting 48 intern nurses, who were divided into two equal groups. Methods Data were collected through the clinical assessment tool for nursing education. Results Enthusiasm ( p < .0001), initiative ( p < .0001), realistic self‐confidence ( p < .0001), competent cooperation with staff ( p < .0001) and competent cooperation with patients ( p < .0001) were significantly higher among the interactive learning activity group compared with traditional group. The interactive learning activity showed better attitude of Saudi intern nurses in terms of caring, respect and sensitivity towards the needs and well‐being of their patients, while considering personal factors.

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Development and validation of a Clinical Assessment Tool for Nursing Education (CAT-NE)

Cited by 19 publications

References 24 publications

Development and validation of interprofessional learning assessment tool for health professionals in continuing professional development (CPD)

Development and validation of interprofessional learning assessment tool for health professionals in continuing professional development (CPD)

A process of developing a national practice assessment document

Determining the effects of traditional learning approach and interactive learning activities on personal and professional factors among Saudi intern nurses

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