The Relationship between Assessment Skills and Nursing Knowledge
| Autor: | Naoki Oka, Keiko Aizu, Kasumi Mikami, Nanae Kojima, Ryoko Tsuchiya, Mayumi Shimizu, Yoshiko Nishizawa |
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| Rok vydání: | 2015 |
| Předmět: | |
| Zdroj: | Open Journal of Nursing. :1072-1081 |
| ISSN: | 2162-5344 2162-5336 |
| Popis: | This research aimed to clarify the relationship between nursing students’ levels of structural knowledge and assessment skills. Participants were 17 third-year university students majoring in nursing who participated individually in the experiments. The experiments included a nursing-scene task, free-recall task, and sorting task. Experiments were conducted before and after their clinical practice. Each student’s level of structural knowledge was calculated from the free-recall and sorting task responses, and each student’s assessment skill was calculated from the nursing-scene task responses. Levels of structural knowledge were significantly higher in post-examination compared with pre-examination (p < 0.01). Assessment skills scores were also significantly higher in post-examination compared with pre-examination (p < 0.001). When comparing assessment skills in relation to levels of structural knowledge, the high-structured group (n = 5) had significantly higher scores for their conclusions and reasons than the low-structured group (n = 5) (p < 0.001). Information-collecting scores in the task case did not differ between the low- and high-structured groups, although the high-structured group tended to mention information that was not included in the task case (p < 0.10). Well-structured knowledge of students in the high-structured group seemed to enable them to acquire and activate highly related information during assessment. Students in the high-structured group apparently made assessments not only by using information given but also by over viewing information comprehensively. |
| Databáze: | OpenAIRE |
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