Assessment of clinical education (ASSCE): a scoping review of use and experiences of the tool
TL;DR
Students, preceptors, and lecturers found advantages of using the AssCE tool, as it was designed based on experiences of opportunities for dialogue and verification of students’ level of knowledge.
Abstract
Clinical practice in nursing education is perceived as important for students’ learning and professional development. One prerequisite for optimal learning is having assessment tools that support continuous development and assessment of students’ different abilities. The Assessment of Clinical Education (AssCE) tool has been used for over 20 years; however, less is known about how the tool is actually used and experienced both in clinical practice and in other areas of application. To describe and synthesize published literature on use and experiences of the AssCE tool. A scoping review using the framework of Arksey and O’Malley. The framework includes five stages: clarifying and linking the purpose and research question (Stage 1); identifying relevant literature (Stage 2); selecting literature (Stage 3) and extracting data (Stage 4); collating, summarizing and reporting results (Stage 5). A total of 412 publications were found; 23 met the inclusion criteria and were included. The results show that the AssCE tool was used for various objectives mediating, above all, formative and summative feedback to students in a systematic and structured manner. The tool was utilized for planning the period, self-assessment, daily follow-up, and for assessment discussions with preceptors and the lecturer at the middle and end of a clinical period. Experiences of using the tool were mainly positive. Students and preceptors appreciated the tool as a structure for the clinical period content. Lecturers’ experiences of using the tool, although it was time-consuming, were that having well-prepared preceptors and students enabled deeper-level discussions. Lecturers supported developing the AssCE towards digitalization. Comparisons indicated benefits of the AssCE compared to other equivalent locally developed tools for clinical education. Research studies, alongside clinical education, showed that the AssCE tool was useful in other areas as well, for example, when nurses estimated their own competence. Students, preceptors, and lecturers found advantages of using the tool, as it was designed based on experiences of opportunities for dialogue and verification of students’ level of knowledge. The tool has also been used in new areas, indicating a need for further development and psychometric tests. Not applicable.