Identification of authentic assessment in nursing curricula: An integrative review |
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| Affiliation: | 1. School of Nursing and Midwifery, Griffith University, Brisbane, Australia;2. Centre for Health Practice Innovation, Griffith Health Institute, Griffith University, Brisbane, Australia;3. Gold Coast Hospital & Griffith University, Centre for Health Practice Innovation, Griffith Health Institute, Australia;1. Graduate Clinical Programs, Associate Professor, College of Nursing, University of South Florida, Tampa, FL 33612, USA;2. Assistant Professor, Daniel K. Inouye Graduate School of Nursing, Uniformed Services University, Bethesda, MD 20814, USA;3. Professor, Daniel K. Inouye Graduate School of Nursing, Uniformed Services University, Bethesda, MD 20814, USA;4. Associate Professor, Daniel K. Inouye Graduate School of Nursing, Uniformed Services University, Bethesda, MD 20814, USA |
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| Abstract: | This article aims to identify the application of authentic learning principles to the assessment of nursing students. An integrative review was undertaken using the Whittlemore and Knafl (2005) framework: identifying the problem/purpose, searching and evaluating the literature, data analysis and presentation or results. Primary searches were conducted using MeSH terms identified as key words across four search data bases (PubMed, Cinahl, Scopus and ProQuest). Literature was identified using inclusion/exclusion criteria and critiqued. Three major themes emerged from the literature review: Clinical Practice, Self-Assessment and Simulation. Models of authentic learning exist that could guide the development of authentic learning assessment for students, however no identifiable tool for locating and mapping authentic assessment in nursing was found. This review challenges the contemporary belief that authentic assessment is to be found in nursing curricula and evidenced by clinical practice. |
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| Keywords: | Authentic assessment Self-assessment Simulation Virtual environment Clinical assessment |
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