To improve the validity and reliability of theoretical assessments, nursing programmes should prioritise training in assessment design, strengthen alignment with learning outcomes, and implement moderation strategies to address inconsistencies.
Abstract
Introduction Theoretical assessment design is crucial in nursing education, ensuring students develop cognitive and problem-solving skills for clinical practice. However, misalignment with learning outcomes and inconsistent cognitive level distribution remain complex issues. Methods and findings This multimethod qualitative study explored theoretical assessment design in a South African nursing school through in-depth interviews with nurse educators and a document review of moderators’ reports. Stratified purposive sampling ensured diverse representation across National Qualifications Framework Levels 5–8. Data saturation was reached after nine interviews, analysed using Creswell and Creswell’s six-step thematic framework. The document review analysed 70 moderation reports (22 internal and 48 external) from 2015 to 2019, focusing on feedback related to final theoretical assessments. Content analysis, following Krippendorff’s framework, was used to identify themes and patterns. Findings revealed an overemphasis on lower-order cognitive skills (Bloom’s taxonomy), inconsistent question distribution, and misalignment with national qualification standards. Educators acknowledged these issues but cited time constraints, inadequate training, and institutional pressures as contributing factors. Moderation reports confirmed assessment inconsistencies, emphasising the need for better alignment with constructive alignment principles. Triangulation of data highlighted a gap between perceived best practices and actual assessment quality, suggesting assessments do not fully support higher-order cognitive skill development. Conclusion To improve the validity and reliability of theoretical assessments, nursing programmes should prioritise training in assessment design, strengthen alignment with learning outcomes, and implement moderation strategies to address inconsistencies. These findings contribute to the broader discourse on improving assessment practices in nursing education globally.
Embedding structural changes within assessment design, rather than relying on rule enforcement, will ensure nursing and midwifery graduates are prepared to thrive in an AI-enabled world.
Y. Salamonson, Pauletta Irwin, R. Kornhaber et al.· Journal of Clinical Nursing· 0 citations
It is suggested that structured AI-comparison tasks offer the opportunity to develop AI and digital health literacy in nursing students and offer practical guidance for educators seeking to support graduates to be AI-critical and well-equipped to leverage the efficiencies of these tools.
Undergraduate nursing students generally perceived OSCE and OSPE as valuable educational and assessment strategies that facilitate competency development and clinical preparedness, Nevertheless, concerns regarding examination logistics, transparency of grading, and examination-related stress require institutional attention.
Iqdar Ali, Zabih Ullah, Afaq Riaz et al.· Journal of Saidu Medical Col...· 0 citations
A unified educational framework that integrates these components is required to enable confident, adaptable, and practice-ready midwives, and to identify gaps in the existing literature to inform a coherent and future-ready educational framework.
Abstract Background The rapid advancement of digital technologies has transformed healthcare delivery, creating an imperative for medical education to integrate digital health (DH) competencies into undergraduate training. Despite growing recognition of its importance, progress in embedding DH literacy within formal medical curricula has been uneven and slow. Objective This study examined DH education within an undergraduate medical programme by integrating faculty and student perspectives to identify curriculum development needs and inform evidence-based educational strategies. Design A mixed-methods study was conducted at a Singapore medical school offering a 5-year undergraduate curriculum. Semi-structured interviews were conducted with four faculty members as DH content experts, exploring curriculum design, pedagogical strategies, and competency expectations. A 24-item survey assessing knowledge, attitudes, and usage of DH tools was administered to students across pre-clinical and clinical training, with 131 responses from 848 eligible participants. Qualitative data were analysed using grounded theory-based thematic analysis, whilst survey data were analysed using descriptive statistics. Results Faculty interviews identified three key themes: curriculum gaps requiring more practical and clinically-oriented DH teaching, structural barriers including time constraints and rapid technological change, and complex stakeholder ecosystem influencing curriculum development. Student survey results revealed a persistent theory-practice gap across DH domains. Students reported high self-perceived knowledge in DH applications and artificial intelligence (AI) but consistently lower confidence in practical application, particularly in electronic health records (EHR) and telemedicine. Clinical students paradoxically rated their EHR knowledge lowest despite greater clinical exposure. Students expressed strong interest in programming, data analytics, and hands-on AI, favouring applied DH skills with direct clinical relevance. Conclusions Medical curricula struggle to translate DH conceptual knowledge into practice, reconcile divergent competency expectations between students and faculty, and remain current amid rapid technological change. Tiered competency models, coupled with experiential learning approaches and continuous faculty development, represent a promising strategy for preparing future physicians for digitally enhanced healthcare delivery. Clinical trial number Not applicable.
Saumya Bajaj, Eng Chun David Goh, Y. Ng et al.· Medical Education Online· 0 citations
As many newly graduated nurses lack proficiency in practical nursing skills, understanding their development during education and placements is important for delivering high-quality patient care. This study explored first-year nursing students’ reflections on practical skill performance during clinical placements, using Bjørk’s model of practical skill performance as a framework.
A qualitative content analysis was employed, analysing reflection notes from 22 first-year nursing students through deductive content analysis, guided by Bjørk’s model, with additional inductive content analysis to explore qualitative variation in the depth of reflection.
The results revealed that students demonstrated patient-centred care, preparation, and the integration of technical, relational, and contextual elements. Further, that students’ reflection notes varied in how descriptively and analytically they applied Bjørk’s model.
Variability in the depth of reflections using Bjørk’s model highlights the need for tailored educational strategies to promote reflective thinking when learning and performing practical skills.
M. Ravik, I. E. Dalsmo, M. T. Gonzalez et al.· BMC Medical Education· 0 citations
We use cookies to run the site and, with your consent, for analytics and to show ads.
See our Cookie Policy.
