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Clinical Instructors' Perspectives on the Assessment of Clinical Knowledge of Undergraduate Nursing Students: A Descriptive Phenomenological Approach.
- Source :
- Healthcare (2227-9032); Jul2023, Vol. 11 Issue 13, p1851, 11p
- Publication Year :
- 2023
-
Abstract
- This study aimed to determine clinical instructors' perceptions of the assessments used to evaluate the clinical knowledge of undergraduate nursing students. This study uses a descriptive phenomenological approach. Purposive sampling was used to recruit sixteen clinical instructors for semi-structured interviews between August and December 2019. All interviews were audio recorded and transcribed verbatim. Data were analyzed using a modified Colaizzi's seven-step method. Four criteria were used to ensure the study's validity: credibility, transferability, dependability, and confirmability. Three themes were identified in the clinical instructors' views on evaluating the clinical performance of student nurses: familiarity with students, patchwork clinical learning, and differing perceptions of the same scoring system. The study results suggest a need for a reliable, valid, and consistent approach to evaluating students' clinical knowledge. If the use of patchwork clinical internships for student nurses is unavoidable, a method for assessing student nurses' clinical performance that requires instructor consensus is necessary. [ABSTRACT FROM AUTHOR]
Details
- Language :
- English
- ISSN :
- 22279032
- Volume :
- 11
- Issue :
- 13
- Database :
- Complementary Index
- Journal :
- Healthcare (2227-9032)
- Publication Type :
- Academic Journal
- Accession number :
- 164920945
- Full Text :
- https://doi.org/10.3390/healthcare11131851