Nursing students' perceptions of using the Clinical Education Assessment tool AssCE and their overall perceptions of the clinical learning environment - A cross-sectional correlational study |
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| Affiliation: | 1. Faculty of Health and Occupational Studies, University of Gävle, Sweden;2. Department of Public Health and Caring Sciences, Uppsala University, Sweden;3. Nursing Department, Medicine and Health College, Lishui University, China;4. Faculty of Health Education, Stord/Haugesund University College, Norway;1. East Carolina University College of Nursing, Greenville, NC, USA;2. H106 Cassedale Drive, Goldsboro, NC, 27534, USA;3. Universidad Nacional Autónoma de Nicaragua-León (UNAN-León), Nursing, León 505, Nicaragua;1. Nursing and Midwifery School, Tehran University of Medical Sciences, Tehran, Iran;2. Research Director of Nursing and Midwifery School, Tehran University of Medical Sciences, Iran;3. Deputy Director of Nursing and Midwifery Care Research Center, Tehran University of Medical Sciences, Iran;4. Professor of Health Metrics Research Center, Iranian Institute for Health Sciences Research, ACECR, Tehran, Iran;1. Department of General, Visceral and Transplant Surgery, University Medicine of the Johannes Gutenberg-University Mainz, Germany;2. Department of Operating Room Management, University Medicine of the Johannes Gutenberg-University Mainz, Germany;3. Institute of Medical Biometry, Epidemiology and Informatics (IMBEI), Johannes Gutenberg-University, Mainz, Germany;1. NHS Tayside/School of Nursing & Health Sciences, University of Dundee, Dundee, Scotland, United Kingdom;2. University of Dundee, Dundee, Scotland, United Kingdom;3. School of Nursing & Health Sciences, University of Dundee, Dundee, Scotland, United Kingdom |
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| Abstract: | BackgroundClinical education is a vital part of nursing students' learning; the importance of assessment tools and feedback in stimulating student learning has been stressed, but this needs to be studied in more detail.ObjectivesTo examine relationships between nursing students' perceptions of using an Assessment tool in Clinical Education (AssCE) during their mid-course discussion and final assessment, the content discussed during these meetings between the student, preceptor and nurse teacher and the students' overall perception of the clinical learning environment.DesignA cross-sectional, correlational design was used.Setting and ParticipantsA convenience sample of 110 nursing students from one Norwegian university college with two campuses.MethodsData were collected with self-developed questionnaires and analysed using logistic regression with SPSS and the PROCESS macro for mediation analysis.ResultsThere was a positive relationship between nursing students' perceptions of using the assessment tool AssCE and their overall perception of the clinical learning environment. This relationship was, in turn, mediated by the content discussed during the formative mid-course discussion and summative final assessment.ConclusionsOur conclusion is that the assessment tool AssCE supported students' clinical learning and that this relationship, in turn, was mediated by the degree to which the conversation during the assessment meeting focused on the student's knowledge, skills and professional judgement. |
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