Nursing and Health Vol. 3(1), pp. 22 - 29
DOI: 10.13189/nh.2015.030104
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Assessing Students' Learning in Student-dedicated Treatment Rooms during Clinical Nursing Education

Louise Eulau ^1,*, Christina Sundman ², Max Scheja ³, Bjöörn Fossum ^1
1 Sophiahemmet University, Box 5605, SE-114 86 Stockholm, Sweden
² FOUnu - Jakobsbergs sjukhus, Birgittavägen 4, SE-177 31 Järfälla, Sweden
³ Stockholm University, SE-106 91 Stockholm, Sweden

ABSTRACT

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.

KEYWORDS
Form of Assessment, Case Based Learning, Clinical Education, Curriculum, Formative Assessment, Clinical Nursing, Peer Learning, Student-dedicated Treatment Rooms

Cite This Paper in IEEE or APA Citation Styles
(a). IEEE Format:
[1] Louise Eulau , Christina Sundman , Max Scheja , Bjöörn Fossum , "Assessing Students' Learning in Student-dedicated Treatment Rooms during Clinical Nursing Education," Nursing and Health, Vol. 3, No. 1, pp. 22 - 29, 2015. DOI: 10.13189/nh.2015.030104.

(b). APA Format:
Louise Eulau , Christina Sundman , Max Scheja , Bjöörn Fossum (2015). Assessing Students' Learning in Student-dedicated Treatment Rooms during Clinical Nursing Education. Nursing and Health, 3(1), 22 - 29. DOI: 10.13189/nh.2015.030104.