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Lecturers' reflection on the three-part assessment discussions with students and preceptors during clinical practice education: A repeated group discussion study
Högskolan i Gävle, Akademin för hälsa och arbetsliv, Avdelningen för vårdvetenskap, Med-Vårdvetenskap. Faculty of Health and Social Sciences, Western Norway University of Applied Sciences, Norway. (AssCE)
Högskolan i Gävle, Akademin för hälsa och arbetsliv, Avdelningen för vårdvetenskap, Med-Vårdvetenskap. Department of Public Health and Caring Sciences, Uppsala University, Sweden.ORCID-id: 0000-0003-1185-061x
Faculty of Health and Social Sciences, Western Norway University of Applied Sciences, Norway.
Högskolan i Gävle, Akademin för hälsa och arbetsliv, Avdelningen för vårdvetenskap, Med-Vårdvetenskap. Department of Public Health and Caring Sciences, Uppsala University, Sweden; Nursing Department, Medicine and Health College, Lishui University, China. (Vårdvetenskap)ORCID-id: 0000-0002-9912-5350
2019 (Engelska)Ingår i: Nurse Education in Practice, ISSN 1471-5953, E-ISSN 1873-5223, Vol. 36, s. 1-6Artikel i tidskrift (Refereegranskat) Published
Abstract [en]

Assessment of students' learning and achievement requires active involvement of participating students, preceptors and lecturers. The lecturers have overall responsibility for both the content of the assessment and students' learning. The aim of the present study was to investigate lecturers' reflections on the mid-course discussion and final assessment that are part of nursing students' clinical practice education. The design was descriptive and had a qualitative approach. Repeated group discussions were undertaken with 14 lecturers at two university campuses in Norway. Five categories were identified: preparing for the three-part discussion, creating a collaborative atmosphere, facilitating student learning, verifying student learning, using the assessment tool to create the assessment discussion; one theme emerged: ‘being able to see and justify students’ learning processes'. Lecturers' reflections on both assessment discussions and students' learning proceeded from a clear pedagogical viewpoint.

Ort, förlag, år, upplaga, sidor
2019. Vol. 36, s. 1-6
Nyckelord [en]
Assessment, Clinical practice education, Nursing student, Preceptor, University lecturer
Nationell ämneskategori
Omvårdnad
Forskningsämne
Hälsofrämjande arbete
Identifikatorer
URN: urn:nbn:se:hig:diva-29404DOI: 10.1016/j.nepr.2019.02.010ISI: 000470041900001PubMedID: 30826626Scopus ID: 2-s2.0-85062689814OAI: oai:DiVA.org:hig-29404DiVA, id: diva2:1299552
Projekt
AssCEVFU
Anmärkning

Funding:

- University of Gavle, Sweden- Western Norway University of Applied Sciences, Norway

Tillgänglig från: 2019-03-27 Skapad: 2019-03-27 Senast uppdaterad: 2020-02-10Bibliografiskt granskad

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Löfmark, AnnaMårtensson, GunillaEngström, Maria

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