Abstract：
:A patchwork text was used to assess summatively B.Sc. and M.Sc. district nurse students' learning and how this was informed critically, during a module on a one year fulltime community programme. Assessment was embedded within an action learning process that adopted an extended epistemology so students demonstrated connections between practice, theory and their reflections. Five lecturers undertook first-person and co-operative inquiry into their experiences, including post-course reflexive discussions with 16 students and their practice mentors. Maintaining reflective diaries functioned to enhance writing as learning, with students presenting in non-linear terms, their regress, progress and self-evaluative skills. Marking was challenging for lecturers. Elements of criteria based upon portfolio assessment and qualitative research were supplemented by action research quality indicators, in terms of students explicating their choices and rationale. Summative judgements were enhanced and validated by markers engaging in critical dialogue with second markers and moderators and not through exclusive use of ever-increasingly sophisticated criteria. Crucially, assessment requires mentor verification of students' accounts. In summary, a relational, tripartite approach to learning and assessment (students, teachers and practice mentors collective contributions) enhances quality of both learning and its assessment, including competency assessment. Errors and weaknesses are also identified, no panaceas are claimed.
journal_name
Nurse Educ Practjournal_title
Nurse education in practiceauthors
Surridge AG,Jenkins ER,Mabbett GM,Warring J,Gwynn EDdoi
10.1016/j.nepr.2009.04.008subject
Has Abstractpub_date
2010-05-01 00:00:00pages
126-31issue
3eissn
1471-5953issn
1873-5223pii
S1471-5953(09)00090-0journal_volume
10pub_type
杂志文章abstract：:This is the second of two papers reporting the development of a spiritual care competency framework for pre-registration nurses and midwives as part of a PhD study using an embedded sequential mixed methods eclectic research design. The first paper outlines how 116 competency items were generated from an in-depth revi...
journal_title：Nurse education in practice
pub_type： 杂志文章
doi：10.1016/j.nepr.2019.08.003
更新日期：2019-08-01 00:00:00
abstract：:The aim of this study was to evaluate the participation of patients in classroom-based teaching within a pre-registration programme. The rationale for the research was based on the view that utilizing patients as active participants in teaching and learn ing experiences allows nurses to gain valuable insight into the ...
journal_title：Nurse education in practice
pub_type： 杂志文章
doi：10.1054/nepr.2001.0014
更新日期：2001-06-01 00:00:00
abstract：:Active Clinical Training Approach (ACTA) is a newly developed theoretical model of active learning to promote self-directed learning through integrating the process, person, and context model. This study aimed to assess whether the use of Active Clinical Training Approach (ACTA) increases students' engagement in clini...
journal_title：Nurse education in practice
pub_type： 杂志文章
doi：10.1016/j.nepr.2020.102893
更新日期：2020-11-01 00:00:00
abstract：:Co-production is a process employed to solve complex issues, recognising the expertise of all stakeholders. This paper reports on co-production undertaken by nursing students, early career nurses and researchers as part of a larger study to design an intervention to increase retention of early career nurses. Mixed met...
journal_title：Nurse education in practice
pub_type： 杂志文章
doi：10.1016/j.nepr.2020.102861
更新日期：2020-08-01 00:00:00
abstract：:Early resignation of new graduate nurses is a global concern. Tendencies of developmental disorders or special support needs may contribute to the early resignation. A national mail survey about new graduate nurses with special support needs was conducted in Japan in 2013. A modified battery developed for a national s...
journal_title：Nurse education in practice
pub_type： 杂志文章
doi：10.1016/j.nepr.2019.02.007
更新日期：2019-03-01 00:00:00
abstract：:The value of course evaluations has been debated since they frequently fail to capture the complexity of education and learning. Group Concept Mapping (GCM), a participant-centred mixed-method was explored as a tool for evaluation and development in nursing education and to better understand students' learning experie...
journal_title：Nurse education in practice
pub_type： 杂志文章
doi：10.1016/j.nepr.2016.08.006
更新日期：2016-09-01 00:00:00
abstract：:Improving the quality of clinical training requires provision of suitable educational environment and one of its requirements is determination of the stress-inducing factors. The present research was carried out to explore these factors from the viewpoint of students of nursing school. This research was a descriptive ...
journal_title：Nurse education in practice
pub_type： 杂志文章
doi：10.1016/j.nepr.2013.08.001
更新日期：2014-03-01 00:00:00
abstract：:Research concerning this issue demonstrates that nursing students initially feared interacting with and caring for patients with suicidal tendencies. However, there is a lack of research, which examines the care that is provided to patients that are suicidal, by nursing students. The aim of this study was to develop a...
journal_title：Nurse education in practice
pub_type： 杂志文章
doi：10.1016/j.nepr.2019.07.001
更新日期：2019-07-01 00:00:00
abstract：:The aim of this review was to identify the role of basic life support training interventions in international undergraduate nursing education, that support optimal acquisition and retention of knowledge, psychomotor skills and resuscitation self-efficacy. Twenty-four articles were identified and analysed using an inte...
journal_title：Nurse education in practice
pub_type： 杂志文章,评审
doi：10.1016/j.nepr.2020.102957
更新日期：2020-12-22 00:00:00
abstract：BACKGROUND:The purpose of this study is to evaluate the effectiveness of the Mindfulness-based Stress Reduction program applied to a sample of Turkish nursing students. METHOD:The study was designed as a randomized controlled trial. Program sessions of 90-95 minutes were given twice a week for 12 weeks. The data were ...
journal_title：Nurse education in practice
pub_type： 杂志文章
doi：10.1016/j.nepr.2020.102880
更新日期：2020-10-01 00:00:00
abstract：:Rubrics have historically been used in secondary and higher education to evaluate specific assignments or tasks. There is little mention of rubrics in the nursing literature, particularly in the area of clinical evaluation. A strong case can be made for expanding the traditional use of a rubric to include its validity...
journal_title：Nurse education in practice
pub_type： 杂志文章
doi：10.1016/j.nepr.2008.10.015
更新日期：2009-03-01 00:00:00
abstract：:Many health professionals within the UK experience difficulty in accessing further education due to increased workload, reduction in budgets and personal commitments. This paper discusses the redevelopment of a children's pain management (CPM) module to blended e-learning in response to changing workforce needs. The r...
journal_title：Nurse education in practice
pub_type： 杂志文章
doi：10.1016/j.nepr.2009.01.015
更新日期：2010-01-01 00:00:00
abstract：:Supervised practice as a mentor is currently an integral component of nurse mentor education. However, workplace education literature tends to focus on dyadic mentor-student relationships rather than developmental relationships between colleagues. This paper explores the supportive relationships of nurses undertaking ...
journal_title：Nurse education in practice
pub_type： 杂志文章
doi：10.1016/j.nepr.2017.09.014
更新日期：2018-01-01 00:00:00
abstract：:Health professional clinical education is commonly conducted in single discipline modes, thus limiting student collaboration skills. Aged care residential facilities, due to the chronic and complex health care needs of residents, provide an ideal placement to provide a collaborative experience. Interprofessional educa...
journal_title：Nurse education in practice
pub_type： 杂志文章
doi：10.1016/j.nepr.2015.11.010
更新日期：2016-03-01 00:00:00
abstract：:Effective clinical practice supervision for health students is essential prior to commencing their respective professions. Students require adequate preparation before their clinical practice event with an experienced clinical supervisor able to impart professional 'know how' and skills to students. The purpose of thi...
journal_title：Nurse education in practice
pub_type： 杂志文章
doi：10.1016/j.nepr.2018.11.006
更新日期：2019-01-01 00:00:00
abstract：:Nursing research, education, and mentoring are effective strategies to enhance and generate nursing knowledge. In order to explore new opportunities using an international and interdisciplinary approach, a Center for Nursing Research (CNR) was developed at Kean University a public institution for higher education in t...
journal_title：Nurse education in practice
pub_type： 杂志文章
doi：10.1016/j.nepr.2012.08.004
更新日期：2013-03-01 00:00:00
abstract：:Clinical placement experience is an integral component of nursing education as students acquire the essential knowledge and skills through learning in a supervised clinical environment. The role of the facilitator is pivotal to ensure students are practising safely and competently. The aim of this review was to explor...
journal_title：Nurse education in practice
pub_type： 杂志文章,评审
doi：10.1016/j.nepr.2020.102890
更新日期：2020-10-01 00:00:00
abstract：:The importance of clinical learning for students has been acknowledged by both government and nursing regulatory bodies who have called for partnerships and collaborative structures to be developed to facilitate the provision of good quality structured support for all learners in practice placements [Department of Hea...
journal_title：Nurse education in practice
pub_type： 杂志文章
doi：10.1016/S1471-5953(03)00038-6
更新日期：2004-06-01 00:00:00
abstract：:This paper discusses the context of assessing nursing and midwifery students who are not meeting required levels of proficiency in clinical practice. The paper then outlines an action plan protocol designed to assist supervisors and assessors examine the credibility of their assessment decisions in these circumstances...
journal_title：Nurse education in practice
pub_type： 杂志文章
doi：10.1016/j.nepr.2020.102711
更新日期：2020-02-17 00:00:00
abstract：:Problem based learning is a teaching and learning strategy that uses a problematic stimulus as a means of motivating and directing students to develop and acquire knowledge. Problem based learning is a strategy that is typically used with small groups attending a series of sessions. This article describes the principl...
journal_title：Nurse education in practice
pub_type： 杂志文章
doi：10.1016/j.nepr.2007.09.001
更新日期：2008-05-01 00:00:00
abstract：:New simulation tools imply new opportunities to teach skills and train health care professionals. The aim of this study was to investigate the learning gained from computer simulation skills training. The study was designed for optimal educational settings, which benefit student-centred learning. Twenty-four second ye...
journal_title：Nurse education in practice
pub_type： 杂志文章
doi：10.1016/j.nepr.2009.11.018
更新日期：2010-09-01 00:00:00
abstract：:Technology is having a profound effect on education in the 21st century and nurse educators are being challenged to integrate technological innovation to assist students in their learning. This paper reports a study on the introduction of smart mobile technology to support student learning in the clinical environment....
journal_title：Nurse education in practice
pub_type： 杂志文章
doi：10.1016/j.nepr.2016.11.001
更新日期：2017-01-01 00:00:00
abstract：:Mastering geriatric nursing skills takes time and its acquisition should start early in undergraduate nursing training. The purpose of this study is to synthesise and evaluate the learning experiences that first-year nursing students had following geriatric patient simulation and practice of clinical patient handover....
journal_title：Nurse education in practice
pub_type： 杂志文章
doi：10.1016/j.nepr.2020.102797
更新日期：2020-05-01 00:00:00
abstract：:Few undergraduate health promotion nurse education programmes move beyond hypothetical pieces of course work. This paper focuses on an epilepsy health promotion intervention undertaken by second year adult and mental health nursing students at Leeds Metropolitan University. These students studied collaboratively, faci...
journal_title：Nurse education in practice
pub_type： 杂志文章
doi：10.1016/j.nepr.2006.02.007
更新日期：2006-09-01 00:00:00
abstract：AIM:The study aimed to investigate student nurses' and midwives' experiences of learning to use electronic health records (EHR) in practice. BACKGROUND:Good record keeping and documentation are integral to nursing and midwifery practice. As EHRs become more widespread, student nurses and midwives need opportunities to...
journal_title：Nurse education in practice
pub_type： 杂志文章
doi：10.1016/j.nepr.2012.10.003
更新日期：2013-09-01 00:00:00
abstract：:Dementia is one of the greatest social issues of our time. There are brief explorations of experiences of dementia in the literature, however this study seeks to further explore the experiences of the general public in relation to dementia. This study aimed to characterise experiences of dementia in the general popula...
journal_title：Nurse education in practice
pub_type： 杂志文章
doi：10.1016/j.nepr.2019.102693
更新日期：2020-01-01 00:00:00
abstract：:This paper advances a notion of incivility as a precursor to a continuum of antisocial acts culminating in bullying behaviour. Clinical teachers (CTs), working with undergraduate nursing students in a variety of clinical settings from a large urban centre, were studied. Using a mixed method design, CTs were asked to d...
journal_title：Nurse education in practice
pub_type： 杂志文章
doi：10.1016/j.nepr.2012.05.001
更新日期：2012-11-01 00:00:00
abstract：:The link between miscommunication and poor patient outcomes has been well documented. To understand the current state of knowledge regarding interprofessional communication, an integrative review was performed. The review suggested that nurses and physicians are trained differently and they exhibit differences in comm...
journal_title：Nurse education in practice
pub_type： 杂志文章,评审
doi：10.1016/j.nepr.2016.04.005
更新日期：2016-07-01 00:00:00
abstract：:Mandatory continuing nursing education is viewed as one way to develop registered nurses' continuing competencies. However, as has been argued internationally, it can also create a paradox in terms of learning to meet study requirements. Such paradox has been discussing in China since the implementation of mandatory c...
journal_title：Nurse education in practice
pub_type： 杂志文章
doi：10.1016/j.nepr.2008.01.002
更新日期：2008-09-01 00:00:00
abstract：:This paper introduces this Nurse Education in Practice 'Safety in Numbers' series. We introduce the background and seven papers that explore the outcomes of a 20-year programme of healthcare education translation research and education action research that focuses on medication dosage calculation problem-solving (MDC-...
journal_title：Nurse education in practice
pub_type：
doi：10.1016/j.nepr.2012.06.006
更新日期：2013-03-01 00:00:00
