Student self-assessment and its impact on learning – A pilot study

Dearnley, Christine; Meddings, Fiona S.

doi:10.1016/j.nedt.2006.05.014

Cited by 43 publications

(27 citation statements)

References 8 publications

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“…Literature reveals that SSA has a potential to enhance student learning [45] and therefore it is recommended as a possible approach to improve the evaluation process and to promote fairness. However as Dearnley and Meddings [46] indicate, there is need to pay attention to the development of SSA skills because some students might lack such skills. Isaacson and Stacy [8] also recognize that clinical evaluation remains a challenge for both experienced and novice nurse educators and propose that clinical rubrics can be developed from existing course objectives that can serve to promote student and faculty satisfaction with the clinical evaluation.…”

Section: Recommendationsmentioning

confidence: 99%

Where Is the Grade Coming from? Problems and Challenges in Evaluating the Clinical Performance of Nursing Students

Msiska¹,

Smith²,

Fawcett³

et al. 2015

OJN

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Evaluating the clinical performance of nursing students effectively and fairly is a challenge which continues to confront nurse education and there is evidence of both faculty and student concerns. This paper reports part findings of a hermeneutic phenomenological study which explored the clinical learning experience of Malawian undergraduate student nurses. The study took place at a University Nursing College in Malawi, using a purposive sample of thirty student nurse participants. Conversational interviews were conducted to obtain participants' accounts of their clinical learning experience and a framework developed by modifying Colaizzi's procedural steps guided the phenomenological analysis. Several issues emerged from this study, but for this paper the assessment issues which the study revealed were discussed. It revealed concerns of unfairness and lack of objectivity during the evaluation of the clinical performance of nursing students. It also revealed that interpersonal relationships significantly influenced the evaluation process. Consequently, nursing students become preoccupied with building relationships with qualified nurses knowing the impact of such relationships on the clinical grade. The findings reveal that students employ various strategies in order to obtain good grades and this illustrates students' overall preoccupation with "making the grade". It is argued that the evaluation of the clinical performance of nursing students is a vital component of nursing education and it must be conducted in a manner that enables nurse educators to effectively determine the clinical proficiency of nursing students.

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Section: Recommendationsmentioning

confidence: 99%

Where Is the Grade Coming from? Problems and Challenges in Evaluating the Clinical Performance of Nursing Students

Msiska¹,

Smith²,

Fawcett³

et al. 2015

OJN

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show abstract

“…Self-efficacy is vital to nurses' ability and performance in the clinical setting; nurses with high SE set appropriate goals, try different strategies, persevere to complete a task, and will make an easier transition from student to nursing professional [22]. In addition, if nursing students have high SE, they will perform well in nursing education [23].…”

Section: Introductionmentioning

confidence: 99%

Relationship between Nursing Students’ Clinical Placement Satisfaction, Academic Self-Efficacy and Achievement

Sebaee¹,

Aziz²,

Mohamed³

2017

IOSR JNHS

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“…2 There are several social, educational, demographic and environmental factors that have a direct bearing on learning. 3 These factors must be identified and specific concerns addressed if we are to make medical education more responsive to the need of students. In the Indian setting these concerns are rarely addressed.…”

Section: Introductionmentioning

confidence: 99%

Do social factors influence learning among undergraduate medical students? A cross sectional analytical study

Gorantla

Thomas

2017

Int J Community Med Public Health

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Background: Student self-assessment occurs when learners make judgments about aspects of their own performance. There are several social, educational, demographic and environmental factors that have a direct bearing on learning. This study helps to identify these. The objectives of this study are to assess student’s ability to cope with academic environment based on their self-evaluation and to study the effect of socio-demographic factors on their academic coping ability. Methods: The present cross section study was done in Gandhi Medical College on all first year MBBS students. It was conducted between1st January to 20th January 2016. A pre designed pre structured self-administered questionnaire was given to all students willing to participate in the study. The responses were analysed to study the influence of social factors on student learning outcomes. The study participants included a total of 179 students. Results: This study found that majority of the students (64.2%) were 18 years old. Most of the students (89%) belonged to urban area; fathers of majority of students (49.2%) were professional degree holders. Majority (97%) students were educated in English medium but majority (70.9%) students communicated with friends in Telugu. A majority of 54% felt that teachers should local language also during lectures to prevent language barrier while learning. Conclusions: We found that students educated in Telugu medium and students with fathers engaged in unskilled occupations showed poorer coping ability with an odds ratio of 9.1 and 3.2 respectively at 95% CI.

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Student self-assessment and its impact on learning – A pilot study

Cited by 43 publications

References 8 publications

Where Is the Grade Coming from? Problems and Challenges in Evaluating the Clinical Performance of Nursing Students

Where Is the Grade Coming from? Problems and Challenges in Evaluating the Clinical Performance of Nursing Students

Relationship between Nursing Students’ Clinical Placement Satisfaction, Academic Self-Efficacy and Achievement

Do social factors influence learning among undergraduate medical students? A cross sectional analytical study

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