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This study reports on the process of competence assessment in undergraduate nursing programmes in New Zealand. To identify current competence assessment practice and determine how competence assessment is constructed in order to reflect student development. This research utilised a qualitative exploratory-descriptive design. Nurse educators from nine tertiary institutions opted to participate in the research. Semi-structured interviews were conducted and data were analysed using a thematic analysis approach. Three themes are reported in this article; clinical assessment pedagogy, measure of competence, and relational assessment practice. There was significant variation between and within institutions in conducting competence assessment while scaffolding competence assessment throughout the degree programme was highlighted as a challenge. This study highlights the need for an assessment process that allows for the developing competence of nursing students and competencies that are designed to adequately assess students in each year of the nursing programme. [ABSTRACT FROM AUTHOR]

This article reports on an evaluated workshop using a speed networking method to promote inter-professional work-integrated learning (WIL) in a tertiary classroom setting. The article includes specific reference to speechlanguage therapy, nursing and social work, three of the seven disciplines that engaged with the exercise. Social constructivist learning theory is discussed with reference to development of work readiness for interprofessional teamwork among final year speech-language therapy students. The practical considerations used in facilitating the workshop are explained, with findings derived from a thematic analysis of the evaluation feedback provided. The key outcomes from the learning exercise identified an increased understanding of diverse professional identities amongst students whilst challenging pre-existing disciplinary stereotypes. Finally, the pedagogical implications of facilitating this WIL initiative are discussed. [ABSTRACT FROM AUTHOR]

The Dedicated Education Unit (DEU) model of clinical teaching and learning represents a substantial shift in philosophy from the previous preceptorship model in undergraduate nursing education in Canterbury, New Zealand. This research aims to identify the factors underpinning the evolution of the Canterbury DEU model. It utilised a qualitative case study design with inductive and deductive thematic analysis of archival documents and three key informant interviews. Analysis identified centrality of relationships and a progressive culture shift as integral to the development of the Canterbury DEU. The relationships vital to the success of the DEU model are evidenced at varying organisational levels between the health care and education provider and have been essential to the substantive growth of the DEU model in Canterbury, from an initial five pilot sites in 2007 to 47 DEUs in 2017. • Substantial growth in the number of Dedicated Education Units in Canterbury, New Zealand. • Relationships between the healthcare and education provider were fundamental to the development of the Canterbury DEU model. • Canterbury Dedicated Education Unit model promotes the value of nursing students to clinical areas. • Findings could assist nursing education providers interested in establishing Dedicated Education Units. [ABSTRACT FROM AUTHOR]