Please use this identifier to cite or link to this item: http://hdl.handle.net/10497/18194
Title: 
Authors: 
Keywords: 
Authentic assessment rubric
Nursing education
Case approach
Critical thinking
Self-assessment
Peer-assessment
Teacher-assessment
Issue Date: 
2015
Citation: 
Wu, V. X., Heng, M. A., & Wang, W. (2015). Nursing students’ experiences with the use of an authentic assessment rubric and a case approach in clinical laboratories. Nurse Education Today, 35(4), 549–555. http://dx.doi.org/10.1016/j.nedt.2014.12.009
Abstract: 
Background: One current challenge for nurse educators is to examine effective nursing assessment tools which integrate nursing knowledge into practice. Authentic assessment allows nursing students to apply knowledge to real-life experiences. Contextualized cases have engaged students for preparation of diverse clinical situations and develop critical thinking skills.
Aim: This study aimed to explore nursing students’ experiences and learning outcomes with the use of an authentic assessment rubric and a case approach.
Methods: An exploratory qualitative approach using focus-group discussions and an open-ended survey was adopted. Sixteen nursing students participated in three focus-group discussions and 39 nursing students completed an open-ended survey.
Results: Nursing students noted that an authentic assessment rubric with a case approach provided clarity for their learning goals; built confidence; developed knowledge, skill competencies and critical thinking skills; increased awareness of caring attributes and communication skills; and enriched and extended learning through self-, peer- and teacher-assessments.
Conclusions: These findings provide rich insights for nurse educators and curriculum developers in the use of an authentic assessment rubric and a case approach in nursing education.
Description: 
This is the final draft, after peer-review, of a manuscript published in Nurse Education Today. The published version is available online at http://dx.doi.org/10.1016/j.nedt.2014.12.009
URI: 
ISSN: 
0260-6917 (print)
1532-2793 (online)
Other Identifiers: 
10.1016/j.nedt.2014.12.009
Appears in Collections:Journal Articles

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