The Purpose of assessment and Assessment tool in Nursing Essay Example

  • Category:
    Nursing
  • Document type:
    Essay
  • Level:
    Undergraduate
  • Page:
    1
  • Words:
    677

There are various forms of assessments used to assess students undertaking the clinical nursing degree. The major types of assessment applied in clinical nursing education degree are formative and summative. Moreover, these forms of assessment are carried out using different techniques. This paper focuses on the summative assessment for the clinical nursing students and the question & answer tool. Summative assessment done using the question & answer tool is for specific purposes that are related to the quality of nurses churned out of the universities.

Firstly, it is vital to understand the meaning of summative assessment. Summative assessment is simply the final examination given to the clinical nursing education students in universities. The formative assessments normally come before the clinical nursing education student is subjected to the summative examination (Helminen, Coco, Johnson, Turunen & Tossavainen, 2016). The question & answer tool entails questions with spaces where students have to write their answers. The questions asked in a summative assessment cover the whole syllabus learned by the student. Therefore, student has to be in a position of recalling all the content of concepts learned in the entire course before going into a question & answer summative assessment.

The main purpose of the summative assessment given to the clinical nursing education students is to ensure they show achievement of the all the learning goals, objectives and competencies (Tastan, Iyigun, Ayhan & Hatipoglu, 2015). Clinical practice that is capped with effective summative assessment strategies is a quite significant part of the nursing student education degree (Falk, Falk & Ung, 2016). The other purpose of the summative assessment for nursing education degree students is to find out their abilities in performing the needed skills for the job description to be done in future. The purpose of summative assessment is to finally establish the fitness to practice of the clinical nursing students. Summative assessment is meant to ensure the students who are sent out into the clinical nursing practice are those that meet the required standards of quality and safety in the healthcare for the patients.

It is vital to note that clinical nursing involves taking care for the lives of people who are in a critical condition. Therefore, it is vital to conduct the summative assessment to ensure that only students who demonstrate the ability of dealing with lives of people are given the licenses for clinical nursing practice (Taras, 2008). It is important to note that the clinical nursing students normally take huge amount of time studying and learning how to practice in the field of healthcare. The students who manage to pass summative assessments prove competence in terms of dealing with the lives of people. Those who fail the summative examination are not allowed to proceed into the practice of nursing.

The question & answer tool is specifically used to conduct the summative assessments in order to test particular competencies in the nursing education students. There are different competencies that nursing students must demonstrate before being allowed to handle human lives. Some of these competencies include sharp memory, critical and creative reasoning, interpersonal skills, good communication ability and high level of expertise in clinical nursing matters. The other important competence required for a clinical nurse is ability to read the psychology and mind of a person. Today, cross-cultural competence is also part of the requirements for a clinical nurse. The main purpose of the question & answer tool is to bring out the degree of these competencies in a student.

References

Helminen, K., Coco, K., Johnson, M., Turunen, H., & Tossavainen, K. (2016). Summative assessment of clinical practice of student nurses: A review of the literature. International journal of nursing studies53, 308-319.

Tastan, S., Iyigun, E., Ayhan, H., & Hatipoglu, S. (2015). Experiences of Turkish undergraduate nursing students in the intensive care unit. Collegian,22(1), 117-123.

Falk, K., Falk, H., & Ung, E. J. (2016). When practice precedes theory–A mixed methods evaluation of students’ learning experiences in an undergraduate study program in nursing. Nurse education in practice16(1), 14-19.

Taras, M. (2008). Summative and formative assessment: Perceptions and realities. Active learning in higher education9(2), 172-192.