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Final assessment of nursing students in clinical practice: Perspectives of nursing teachers, students and mentors

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  • Kristiina Helminen
  • Martin Johnson
  • Hannu Isoaho
  • Hannele Turunen
  • Kerttu Tossavainen

Abstract

Aims and objectives To describe the phenomenon of final assessment of the clinical practice of nursing students and to examine whether there were differences in assessments by the students and their teachers and mentors. Background Final assessment of students in clinical practice during their education has great importance for ensuring that enough high‐quality nursing students are trained, as assessment tasks affect what the nursing student learns during the clinical practice. Design This study used descriptive, cross‐sectional design. Methods The population of this study comprised nursing students (n = 276) and their teachers (n = 108) in five universities of applied sciences in Finland as well as mentors (n = 225) who came from five partner hospitals. A questionnaire developed for this study contained questions about background variables as well as structured questions scored on a four‐point scale, which also allowed the respondents to provide additional comments. Results When comparing the results related to nursing teachers’ presence in the final assessment situation, it was found that teachers and mentors evaluated this as being carried out more often than nursing students suggested. Nursing students noted that fair and consistent assessment is carried out more often than nursing teachers thought. Mentors and teachers said that honest and direct criteria‐based final assessment was carried out more often than nursing students evaluated. Conclusions Nursing students and mentors need support from educational institutions and from nursing teachers in order to ensure the completion of a relevant assessment process. Relevance to clinical practice The findings of this study highlight an awareness of final assessment process. It is desirable to have a common understanding, for example, of how the assessment should be managed and what the assessment criteria are, as this will ensure a good quality process.

Suggested Citation

  • Kristiina Helminen & Martin Johnson & Hannu Isoaho & Hannele Turunen & Kerttu Tossavainen, 2017. "Final assessment of nursing students in clinical practice: Perspectives of nursing teachers, students and mentors," Journal of Clinical Nursing, John Wiley & Sons, vol. 26(23-24), pages 4795-4803, December.
  • Handle: RePEc:wly:jocnur:v:26:y:2017:i:23-24:p:4795-4803
    DOI: 10.1111/jocn.13835
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    References listed on IDEAS

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    1. Karen Holland & Michelle Roxburgh & Martin Johnson & Keith Topping & Roger Watson & William Lauder & Mary Porter, 2010. "Fitness for practice in nursing and midwifery education in Scotland, United Kingdom," Journal of Clinical Nursing, John Wiley & Sons, vol. 19(3‐4), pages 461-469, February.
    2. Merja Jokelainen & Hannele Turunen & Kerttu Tossavainen & David Jamookeeah & Kirsi Coco, 2011. "A systematic review of mentoring nursing students in clinical placements," Journal of Clinical Nursing, John Wiley & Sons, vol. 20(19‐20), pages 2854-2867, October.
    3. Kim Usher & Jane Mills & Caryn West & Tanya Park & Cindy Woods, 2015. "Preregistration student nurses' self‐reported preparedness for practice before and after the introduction of a capstone subject," Journal of Clinical Nursing, John Wiley & Sons, vol. 24(21-22), pages 3245-3254, November.
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    Cited by:

    1. Thi Tuan Linh Pham & Ching‐I Teng & Daniel Friesner & Kai Li & Wan‐Er Wu & Yen‐Ni Liao & Yin‐Tzu Chang & Tsung‐Lan Chu, 2019. "The impact of mentor–mentee rapport on nurses’ professional turnover intention: Perspectives of social capital theory and social cognitive career theory," Journal of Clinical Nursing, John Wiley & Sons, vol. 28(13-14), pages 2669-2680, July.
    2. Sari Pramila‐Savukoski & Jonna Juntunen & Anna‐Maria Tuomikoski & Maria Kääriäinen & Marco Tomietto & Boris Miha Kaučič & Bojana Filej & Olga Riklikiene & Maria Flores Vizcaya‐Moreno & Rosa M Perez‐Ca, 2020. "Mentors' self‐assessed competence in mentoring nursing students in clinical practice: A systematic review of quantitative studies," Journal of Clinical Nursing, John Wiley & Sons, vol. 29(5-6), pages 684-705, March.
    3. Gertrud Averlid & Jakob S. Høglund, 2020. "The operating room as a learning arena: Nurse anaesthetist and student nurse anaesthetist perceptions," Journal of Clinical Nursing, John Wiley & Sons, vol. 29(9-10), pages 1673-1683, May.
    4. Merja Männistö & Kristina Mikkonen & Heli-Maria Kuivila & Camilla Koskinen & Meeri Koivula & Tuulikki Sjögren & Leena Salminen & Terhi Saaranen & Helvi Kyngäs & Maria Kääriäinen, 2020. "Health and Social Care Educators’ Competence in Digital Collaborative Learning: A Cross-Sectional Survey," SAGE Open, , vol. 10(4), pages 21582440209, October.

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