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Posts tagged ‘nursing education’

Developing Compentency Assessment Tools

The featured article by Shoa-Jen Perng, PhD and Roger Watson, PhD titled “Psychometric Testing of an Instrument Measuring Core Competencies of Nursing Students: An Application of Mokken Scaling” provides a report of a study  developing a tool to measure 8 core competencies of nursing students in Taiwan.  The authors propose that one way to bridge the gap between nursing education and practice is to competency-based approaches that prepare nursing students for practice.  Dr. Perng describes their work here:


Drs. Perng and Watson

It is an honor to have our manuscript published in Advances in Nursing Science. As a nurse educator I have strived to find an instrument that is useful to measure students’ learning outcomes. Previous literature has offered a lot of significant works, but some of the content or items in the existing instruments were not suitable for my needs. I needed an instrument that is not only valid for varied types of students, but also one that shows the strength and weakness of the students. The use of Mokken scaling analysis seemed suitable to expand the possibilities of assessment outcomes. In my role as a Director, Department of Nursing I hope that the results of assessing nursing students using this approach can provide information for further educational improvement. My co-author, Dr. Watson is a respected scholar and also a wonderful mentor for my research career. We are grateful for this opportunity to share our work in ANS and in this blog post. I hope you find our work is helpful to develop a new measure, and I look forward to your comments.

To examine their work further, visit the ANS web site now, and you can download a copy at no cost while the article is featured!

Transition from student to professional: High-Stakes clinical simulation

Clinical simulation has become a standard teaching and learning approach in nursing education. Dr. Mary Ann Cordeau’s article titled “Linking the Transition: A Substantive Theory of High-Stakes Clinical Simulation”  reports the findings of a grounded theory study that reveals a 4-stage transition experienced by students as they learn caring as a professional nurse.  Dr. Cordeau describes her research:
I have been involved in developing clinical simulation as a teaching/learning/assessment strategy at Quinnipiac University for the past seven years. During that time, I have conducted one-on-one simulations, group simulations, and most recently have been involved in streaming scenarios from the laboratory to the classroom. When I began to examine the clinical simulation literature, I learned the majority of the research was quantitative.  There was very little information on the student’s perspective of the clinical simulation experience. My background in history and phenomenology led me to focus on the qualitative aspect of clinical simulation. My initial research examined the lived-experience of high-stakes clinical simulation. The results of that study greatly influenced my approach to using clinical simulation with junior and senior nursing students.  The next logical step in examining clinical simulation was to use grounded theory to reveal the social psychological problem and process used to cope with the problem. At the time I was conducting the grounded theory study, I was teaching Transitions theory to the junior nursing students.  I began to see a connection between Linking and Transitions. Discussing my thoughts with colleagues and expert nurse researchers prompted me to examine Linking as fostering the situational transition from student to professional nurse.
 I would like to thank all of the students who participated in the studies and everyone who advised and supported me on my journey of discovery.
Visit the ANS web site today to download your copy of this very interesting article!
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