Undergraduate Nurses Perceptions on the Nature of Assessments in a BSN Programme: A Malawian Perspective

2.50
Hdl Handle:
http://hdl.handle.net/10755/616400
Category:
Full-text
Type:
Poster
Title:
Undergraduate Nurses Perceptions on the Nature of Assessments in a BSN Programme: A Malawian Perspective
Author(s):
Chilemba, Evelyn Baxter; Bruce, Judith C.
Lead Author STTI Affiliation:
Xi Alpha
Author Details:
Evelyn Baxter Chilemba, RN/RM, evelynchilemba@kcn.unima.mw; Judith C. Bruce, RN, RM
Abstract:
Session presented on Thursday, July 21, 2016 and Friday, July 22, 2016: Purpose: The study aimed at exploring on how the undergraduate nurses perceived the nature of assessments in their BSN programme in relation to their readiness to their professional roles Methods: A two?phased, cross sectional, sequential explanatory mixed method research design was used to analyze the learning processes of the under graduate nurses. 'In Phase 2 of the study in-depth interview instrument was generated basing on the significant analyzed results from the learning styles, learning approaches and the Critical Thinking Appraisal questionnaires. Thus, semi-structured questions were derived from key and significant findings from the analyzed quantitative data. 'Purposive intensity sampling strategy (Patton, 2002) was used to identify twenty participants from the health care settings. The data was analyzed utilizing the strategy by Ryan and Bernard (1998) of generating themes and categories where one theme on assessements from the six themes had emerged. Results: The results of the study portray that the participants had' perceived that the assessments in their BSN programme were teacher-centered and that ' had not promoted meaningful learning for practice since most of the learners were failing in the tests. The three sub-themes that emerged from the assessment theme comprised ? the teaching and learning were based on assessments; the emphasis was on passing of examinations and some assessments were perceived to be simple and straight forward?. The emphasis in the BSN programme was not on learning but was perceived to be based on passsing of' the assessments. These assessments were constrained by time and this' lead to memorization of subject content and failed to promote deep level cognitive processing and thinking among the learners which could have impacted on their level of clinical performance. Conclusion: Understanding on how learners learn and develop is crucial specifically in the Kamuzu College of Nursing (KCN) BSN programme to promote quality learning for practice through sound assessments.' An integrated teaching function and a combination of Socratic and Facilitative teaching methods should be encouraged through some teaching paradigm shifts.
Keywords:
Assessments; Learning; Learning for practice
Repository Posting Date:
13-Jul-2016
Date of Publication:
13-Jul-2016 ; 13-Jul-2016
Other Identifiers:
INRC16PST33; INRC16PST33
Conference Date:
2016
Conference Name:
27th International Nursing Research Congress
Conference Host:
Sigma Theta Tau International, the Honor Society of Nursing
Conference Location:
Cape Town, South Africa
Description:
Theme: Leading Global Research: Advancing Practice, Advocacy, and Policy

Full metadata record

DC FieldValue Language
dc.language.isoenen
dc.type.categoryFull-texten
dc.typePosteren
dc.titleUndergraduate Nurses Perceptions on the Nature of Assessments in a BSN Programme: A Malawian Perspectiveen
dc.contributor.authorChilemba, Evelyn Baxteren
dc.contributor.authorBruce, Judith C.en
dc.contributor.departmentXi Alphaen
dc.author.detailsEvelyn Baxter Chilemba, RN/RM, evelynchilemba@kcn.unima.mw; Judith C. Bruce, RN, RMen
dc.identifier.urihttp://hdl.handle.net/10755/616400-
dc.description.abstractSession presented on Thursday, July 21, 2016 and Friday, July 22, 2016: Purpose: The study aimed at exploring on how the undergraduate nurses perceived the nature of assessments in their BSN programme in relation to their readiness to their professional roles Methods: A two?phased, cross sectional, sequential explanatory mixed method research design was used to analyze the learning processes of the under graduate nurses. 'In Phase 2 of the study in-depth interview instrument was generated basing on the significant analyzed results from the learning styles, learning approaches and the Critical Thinking Appraisal questionnaires. Thus, semi-structured questions were derived from key and significant findings from the analyzed quantitative data. 'Purposive intensity sampling strategy (Patton, 2002) was used to identify twenty participants from the health care settings. The data was analyzed utilizing the strategy by Ryan and Bernard (1998) of generating themes and categories where one theme on assessements from the six themes had emerged. Results: The results of the study portray that the participants had' perceived that the assessments in their BSN programme were teacher-centered and that ' had not promoted meaningful learning for practice since most of the learners were failing in the tests. The three sub-themes that emerged from the assessment theme comprised ? the teaching and learning were based on assessments; the emphasis was on passing of examinations and some assessments were perceived to be simple and straight forward?. The emphasis in the BSN programme was not on learning but was perceived to be based on passsing of' the assessments. These assessments were constrained by time and this' lead to memorization of subject content and failed to promote deep level cognitive processing and thinking among the learners which could have impacted on their level of clinical performance. Conclusion: Understanding on how learners learn and develop is crucial specifically in the Kamuzu College of Nursing (KCN) BSN programme to promote quality learning for practice through sound assessments.' An integrated teaching function and a combination of Socratic and Facilitative teaching methods should be encouraged through some teaching paradigm shifts.en
dc.subjectAssessmentsen
dc.subjectLearningen
dc.subjectLearning for practiceen
dc.date.available2016-07-13T11:11:41Z-
dc.date.issued2016-07-13-
dc.date.issued2016-07-13en
dc.date.accessioned2016-07-13T11:11:41Z-
dc.conference.date2016en
dc.conference.name27th International Nursing Research Congressen
dc.conference.hostSigma Theta Tau International, the Honor Society of Nursingen
dc.conference.locationCape Town, South Africaen
dc.descriptionTheme: Leading Global Research: Advancing Practice, Advocacy, and Policyen
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