Xi Vivien Wu1,2, Wenru Wang1, Lay Hoon Pua3, Doreen Gek Noi Heng4, Karin Enskär2. 1. a Alice Lee Centre for Nursing Studies, Yong Loo Lin School of Medicine, National University of Singapore, Level 2, Clinical Research Centre , Block MD 11, 10 Medical Drive, Singapore 117597 , Singapore. 2. b School of Health and Welfare , Jönköping University , Box 1026, SE-551 11 Jönköping, Sweden. 3. c Department of Education and Practice , Nursing Service, Tan Tock Seng Hospital , 11 Jalan Tan Tock Seng, Singapore 308433 , Singapore. 4. d Nursing Education , National University Hospital , 1E Kent Ridge Road, NUHS Tower Block, Level 13, Singapore 119228 , Singapore.
Abstract
BACKGROUND: Assessment of clinical competence requires explicitly defined standards meeting the national standards of the nursing profession. This is a complex process because of the diverse nature of nursing practice. OBJECTIVES: To explore the perceptions of final-year undergraduate nursing students regarding clinical assessment at transition to practice. METHODS: An exploratory qualitative approach was adopted. Twenty-four students participated in three focus group discussions. Thematic analysis was conducted. FINDINGS: Five themes emerged: the need for a valid and reliable clinical assessment tool, the need for a flexible style of reflection and specific feedback, the dynamic clinical learning environment, students' efforts in learning and assessment, and the unclear support system for preceptors. CONCLUSIONS: Workload, time, resource availability, adequate preparation of preceptors, and the provision of valid and reliable clinical assessment tools were deemed to influence the quality of students' clinical learning and assessment. Nursing leadership in hospitals and educational institutions has a joint responsibility in shaping the clinical learning environment and providing clinical assessments for the students.
BACKGROUND: Assessment of clinical competence requires explicitly defined standards meeting the national standards of the nursing profession. This is a complex process because of the diverse nature of nursing practice. OBJECTIVES: To explore the perceptions of final-year undergraduate nursing students regarding clinical assessment at transition to practice. METHODS: An exploratory qualitative approach was adopted. Twenty-four students participated in three focus group discussions. Thematic analysis was conducted. FINDINGS: Five themes emerged: the need for a valid and reliable clinical assessment tool, the need for a flexible style of reflection and specific feedback, the dynamic clinical learning environment, students' efforts in learning and assessment, and the unclear support system for preceptors. CONCLUSIONS: Workload, time, resource availability, adequate preparation of preceptors, and the provision of valid and reliable clinical assessment tools were deemed to influence the quality of students' clinical learning and assessment. Nursing leadership in hospitals and educational institutions has a joint responsibility in shaping the clinical learning environment and providing clinical assessments for the students.
Keywords:
clinical assessment; clinical nursing education; transition to practice; undergraduate nursing students
Authors: Xi Vivien Wu; Yuchen Chi; Umadevi Panneer Selvam; M Kamala Devi; Wenru Wang; Yah Shih Chan; Fong Chi Wee; Shengdong Zhao; Vibhor Sehgal; Neo Kim Emily Ang Journal: J Med Internet Res Date: 2020-04-24 Impact factor: 5.428