hig.sePublications
Change search
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • harvard-cite-them-right
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • sv-SE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • de-DE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf
Lecturers' reflection on the three-part assessment discussions with students and preceptors during clinical practice education: A repeated group discussion study
University of Gävle, Faculty of Health and Occupational Studies, Department of Caring Sciences, Caring Science. Faculty of Health and Social Sciences, Western Norway University of Applied Sciences, Norway. (AssCE)
University of Gävle, Faculty of Health and Occupational Studies, Department of Caring Sciences, Caring Science. 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.
University of Gävle, Faculty of Health and Occupational Studies, Department of Caring Sciences, Caring Science. 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 (English)In: Nurse Education in Practice, ISSN 1471-5953, E-ISSN 1873-5223, Vol. 36, p. 1-6Article in journal (Refereed) 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.

Place, publisher, year, edition, pages
2019. Vol. 36, p. 1-6
Keywords [en]
Assessment, Clinical practice education, Nursing student, Preceptor, University lecturer
National Category
Nursing
Identifiers
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
Projects
AssCEVFU
Note

Funding:

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

Available from: 2019-03-27 Created: 2019-03-27 Last updated: 2019-08-12Bibliographically approved

Open Access in DiVA

No full text in DiVA

Other links

Publisher's full textPubMedScopus

Authority records BETA

Löfmark, AnnaMårtensson, GunillaEngström, Maria

Search in DiVA

By author/editor
Löfmark, AnnaMårtensson, GunillaEngström, Maria
By organisation
Caring Science
In the same journal
Nurse Education in Practice
Nursing

Search outside of DiVA

GoogleGoogle Scholar

doi
pubmed
urn-nbn

Altmetric score

doi
pubmed
urn-nbn
Total: 6 hits
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • harvard-cite-them-right
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • sv-SE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • de-DE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf