Attitude and assessment in nurse education.

This paper considers the difficulties and dangers inherent in attempts to assess attitude as an aspect of learning. It considers the definition of the concept, some implications for educational programmes, and the means and validity, in this context, of different assessment techniques. Finally, a form of learner profile is proposed as a possible means of assessing this aspect of learning--but it is emphasized that this will only have the status of a formative assessment. The importance of appropriate attitudes in the professional nurse is acknowledged, but the danger of simplistic behavioural tools is highlighted.