Assessing Students' Learning in Student-dedicated Treatment Rooms during Clinical Nursing Education

摘要

In the present study, a model which enables a combination of individual, formative assessment with summative assessment in a group was introduced and evaluated in clinical education. Based on a qualitative design, the study embodies research based on participation and theory founded on empirically practical try-outs. The one-year project included two Swedish universities and related health care settings within one hospital. Three groups participated in the study. A survey was conducted at the end of each period to measure the students’ learning attitudes. Narrative data from the surveys were compared to the impressions of the teachers using a hermeneutic approach. The implementation of assessing students in a group was successful in this study. The model is developed for a nursing program but has general qualities which, combined with a customized form of assessment, could be applicable to various educational programs.