Improvement of learning domains of nursing students with the use of authentic assessment pedagogy in clinical practice |
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| Affiliation: | 1. Nursing Department, School of Applied and Health Sciences, Institute of Technical Education, Singapore;2. Alice Lee Centre for Nursing Studies, Yong Loo Lin School of Medicine, National University of Singapore, Singapore;1. School of Health Sciences, Queen Margaret University, QMU Drive, Musselburgh, East Lothian, EH21 6UU, Scotland, UK;2. Department of Nursing, School of Nursing, Midwifery and Social Care, (Sighthill Campus) Edinburgh Napier University, Edinburgh, EH11 4BN, Scotland, UK;3. NHS Lothian Health Promotion Service, Canaan Park, Astley Ainslie Hospital, 133 Grange Loan, Edinburgh, EH9 2HL, Scotland, UK;4. Occupational Therapies and Arts Therapies, School of Health Sciences, Queen Margaret University, QMU Drive, Musselburgh, East Lothian, EH21 6UU, Scotland, UK;5. Division of Psychiatry, University of Edinburgh, Kennedy Tower, Royal Edinburgh Hospital, Edinburgh, EH10 5HF, Scotland, UK;1. Charles Darwin University, Darwin, Australia;2. Deakin University, Geelong, Australia;1. Institute of Health and Care Sciences, University of Gothenburg, Sweden;2. Department of Research, Development and Education, Region Halland, Sweden;1. University of South Wales (Emeritus Professor USW) and Founding Director & Chief Research & Development Officer (CRDO), Authentic World Ltd, UK;2. King''s College London, UK;3. University of East Anglia, UK;4. USW, UK;5. Clinical Simulation Centre, USW, UK;6. Authentic World Ltd, UK;7. Aneurin Bevan Chair of Community Health, USW, UK |
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| Abstract: | 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. |
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| Keywords: | Authentic assessment Critical thinking Clinical practice Nursing students |
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