Improvement of learning domains of nursing students with the use of authentic assessment pedagogy in clinical practice

With evolving healthcare demands, nursing educators need to constantly review their teaching methodologies in order to enhance learners’ knowledge and competency of skills in the clinical settings. Learning is an active process in which meaning is accomplished on the basis of experience and that aut...

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Bibliographic Details
Published in:	Nurse education in practice Vol. 20; pp. 125 - 130
Main Authors:	Chong, Edmund Jun Meng, Lim, Jessica Shih Wei, Liu, Yuchan, Lau, Yvonne Yen Lin, Wu, Vivien Xi
Format:	Journal Article
Language:	English
Published:	Scotland Elsevier Ltd 01-09-2016 Elsevier Limited
Subjects:	Adolescent Authentic assessment Authenticity Behavioral Objectives Clinical assessment Clinical Competence Clinical medicine Clinical nursing Clinical practice Clinical skills Cognitive Style Competency based learning Control Groups Critical thinking Curricula Decision making Education, Nursing Evaluation Evidence-based nursing Experiential Learning Feedback Female Health care Humans Knowledge Learning Male Meaning Nurses Nursing Nursing care Nursing education Nursing Education Research Nursing skills Nursing Students Patients Pedagogy Preceptorship Professional practice Quasi-experimental methods Students Students, Nursing Teaching Teaching Methods Thinking Thinking Skills Young Adult Singapore Nursing students Authentic assessment Clinical practice Critical thinking
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Summary:	With evolving healthcare demands, nursing educators need to constantly review their teaching methodologies in order to enhance learners’ knowledge and competency of skills in the clinical settings. Learning is an active process in which meaning is accomplished on the basis of experience and that authentic assessment pedagogy will enable nursing students to play an active part in their learning. The study was conducted with an aim to examine nursing students’ learning domains through the introduction of the authentic assessment pedagogy during their clinical practice. A quasi-experimental study (n = 54) was conducted over a period of 10 weeks at a local tertiary hospital. The experimental group was exposed to the authentic assessment pedagogy and were taught to use the assessment rubrics as an instrument to help enhance their learning. Students were assessed and scored according to the assessment rubrics, which were categorized into four domains; cognitive, psychomotor, affective and critical thinking abilities. The findings indicated that an overall score for the four domains between the experimental and control groups were significant, with p value of <0.05. Critical thinking scores were indicative of consistent improvement within the experimental group. The findings confirmed that learning outcomes of the nursing students were enhanced through the early introduction of the authentic assessment pedagogy in the clinical setting.
Bibliography:	ObjectType-Article-1 SourceType-Scholarly Journals-1 ObjectType-Feature-2 content type line 23 ObjectType-Article-2 ObjectType-Feature-1
ISSN:	1471-5953 1873-5223
DOI:	10.1016/j.nepr.2016.08.002