Undergraduate nursing students’ perspectives on clinical assessment at transition to practice

Wu, Vivien Xi; Wang, Wenru; Pua, Lay Hoon; Heng, Doreen Gek Noi; Enskär, Karin

doi:10.1080/10376178.2016.1163232

Cited by 19 publications

(16 citation statements)

References 25 publications

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“…Nursing students hold the lowest position in the social hierarchy in clinical settings (Cronje & Moch, ). Consistent with the findings of a study on student perspectives, our findings confirmed that students often experience considerable stress during clinical practice (Wu et al , ). This stress is mostly related to patient care, nursing educators, nursing staff, and an unfamiliar clinical environment (Ranjbar, ).…”

Section: Discussionsupporting

confidence: 91%

“…In prior studies, preceptors have reported that they often have difficulty understanding the assessment tool and, therefore, interpret it differently (Wu et al , ). Students also shared that preceptors had different expectations about their performance and varied in their grading (Wu et al , ). A literature review also reported that the assessment process of student nurses' clinical practice lacks consistency, is open to the subjective bias of the assessor, and the quality of assessment varies greatly (Helminen et al , ).…”

Section: Introductionmentioning

confidence: 99%

“…Nursing students, preceptors, CNLs, and academics play important roles in clinical assessment. While the students' and preceptors' perspectives are reported elsewhere, this paper reports the perspectives of CNLs and academics on clinical assessment (Wu et al , , ).…”

Section: Introductionmentioning

confidence: 99%

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Clinical nurse leaders' and academics' perspectives in clinical assessment of final‐year nursing students: A qualitative study

Enskär

Pua

et al. 2017

Nursing & Health Sciences

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The nature of nursing practice is diverse; therefore, clinical assessment is a complex process. This study explores the perceptions of clinical nurse leaders and academics on clinical assessment for undergraduate nursing education during transition to practice. An explorative qualitative approach was applied. Eight nurse managers, six clinical nurse educators, and eight academics from two tertiary hospitals and a university in Singapore participated in four focus group discussions. Thematic analysis was conducted. Four overriding themes were revealed: the need for a valid and reliable clinical assessment tool, preceptors' competency in clinical assessment, challenges encountered by the students in clinical assessment, and the need for close academic and clinical collaboration to support preceptors and students. Closer academic-clinical partnership is recommended to review the clinical education curriculum. Clinical and educational institutions need to work closely to design a learning program to enhance preceptors' competence in clinical pedagogy and assessment. Furthermore, a stress management program could build students' resiliency in coping with unfamiliar clinical environments. Ongoing support needs to be provided for both preceptors and students to enrich the preceptorship and learning experiences.

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Section: Discussionsupporting

confidence: 91%

Section: Introductionmentioning

confidence: 99%

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Clinical nurse leaders' and academics' perspectives in clinical assessment of final‐year nursing students: A qualitative study

Enskär

Pua

et al. 2017

Nursing & Health Sciences

Self Cite

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“…In fact, a preceptor's willingness to provide students with detailed explanations and give opportunities for reflection would demand the preceptor to spend extra time in following through with the student ( € Ohrling & Hallberg 2000). Consistent with the observations by the students (Wu et al 2015c), the current situation further highlights the importance of preparing preceptors to be pedagogically ready. Researchers recommended that hospitals and academic institutions should collaborate to conduct educational programmes for preceptors (Staykova et al 2013).…”

Section: Discussionmentioning

confidence: 53%

The perspectives of preceptors regarding clinical assessment for undergraduate nursing students

Enskär

Heng

et al. 2016

International Nursing Review

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The themes that emerged from the focus group discussions could assist in the development of a more reliable and valid clinical assessment tool to evaluate the clinical competence of nursing students in transition to practice. Clinical and educational institutions could collaborate closely to develop an educational programme and a preceptorship handbook, focusing on pedagogical contents for clinical education and assessment.

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“…[14] Consequently, the development of a clinical assessment tool that sets goals for achievement and provides possibilities for specific feedback on learning is important within the assessment process. [15] Maintaining quality assessment of nursing students' professional competence, learning strategies and adequate feedback during clinical practice is still a challenge. A small aggregate of facts is available regarding suitable assessment tools and the assessment process in clinical practice during higher nursing education to assess nursing competence.…”

Section: Introductionmentioning

confidence: 99%

Assessment of nursing students in clinical practice - An intervention study of a modified process

Baumgartner

Ståhl²,

Manninen³

et al. 2017

JNEP

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Objective: To evaluate an intervention of a modified assessment process for nursing students in clinical practice and how this process was experienced by the nursing students and their supervisors. Methods: An intervention study with a descriptive approach. The data collection was conducted in two phases with a survey and follow-up group interviews. Participants were second-year nursing students and their nursing supervisors. Descriptive statistics were used for the quantitative data (survey) and qualitative content analysis for the qualitative data (tape-record and transcribed interviews). Mixed method was used to integrate all data. Findings: The survey response rate was 65% (n = 41 students) and 100% (n = 9 supervisors). Students and supervisors found the assessment tool applicable for the assessment process. Assessment through dialogue and Supportive learning environment, describe how the modified assessment process was experienced. Conclusions and implication for clinical practice: It is important that the supervisors understand the learning goals and assessment criteria and how to use the assessment tool. Clear structures based on learning goals and assessment criteria as well as their own strategies to reach their goals benefit student learning. Strategies need to be developed to facilitate the assessment process when the teachers from the university have a consulative role. The new assessment tool and changing the university teachers' involvement can be seen as a form of professional development of the supervisors' group as they take greater responsibility in conducting the assessment of nursing students in clinical practice.

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Undergraduate nursing students’ perspectives on clinical assessment at transition to practice

Cited by 19 publications

References 25 publications

Clinical nurse leaders' and academics' perspectives in clinical assessment of final‐year nursing students: A qualitative study

Clinical nurse leaders' and academics' perspectives in clinical assessment of final‐year nursing students: A qualitative study

The perspectives of preceptors regarding clinical assessment for undergraduate nursing students

Assessment of nursing students in clinical practice - An intervention study of a modified process

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