hh.sePublikationer
Ändra sökning
RefereraExporteraLänk till posten
Permanent länk

Direktlänk
Referera
Referensformat
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Annat format
Fler format
Språk
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Annat språk
Fler språk
Utmatningsformat
  • html
  • text
  • asciidoc
  • rtf
Assessing progression of clinical reasoning through virtual patients: An exploratory study
Högskolan i Halmstad, Akademin för hälsa och välfärd, Centrum för forskning om välfärd, hälsa och idrott (CVHI), Hälsofrämjande processer.
Högskolan i Halmstad, Akademin för hälsa och välfärd, Centrum för forskning om välfärd, hälsa och idrott (CVHI), Hälsofrämjande processer.
Dept. of Clinical Sciences, Intervention and Technology (CLINTEC), Karolinska Institutet, Stockholm, Sweden.
Dept. of Computer and Systems Sciences (DSV), Stockholm University, Kista, Sweden.
2016 (Engelska)Ingår i: Nurse Education in Practice, ISSN 1471-5953, E-ISSN 1873-5223, Vol. 16, nr 1, s. 97-103Artikel i tidskrift (Refereegranskat) Published
Abstract [en]

To avoid test-driven learning, there have been discussions regarding the use of more formative assessments in health care education to promote students' deep learning. Feedback is important in formative assessment, but many students ignore it; therefore, interventions should be introduced which stimulate them to reflect on the new knowledge.

The aim for this study was to explore if Virtual Patient (VP)-based formative assessments, in connection with self-evaluations, had an impact on postgraduate pediatric nursing students' development of clinical reasoning abilities. Students' self-evaluations served as the basis for measuring progress. Data was analysed using deductive content analysis.

The findings showed a clear progression of the clinical reasoning ability of the students. After the first assessment, the students described feelings of uncertainty and that their knowledge gaps were exposed. At the mid-course assessment the awareness of improved clinical reasoning was obvious and the students were more certain of knowing how to solve the VP cases. In the final assessment, self-efficacy was expressed.

VP-based assessments, in connection with self-evaluations, early in the education resulted in a gain of students' own identification of the concept of clinical reasoning, awareness of what to focus on during clinical practice and visualised expected clinical competence. © 2015 Elsevier Ltd. All rights reserved.

Ort, förlag, år, upplaga, sidor
Kidlington: Churchill Livingstone , 2016. Vol. 16, nr 1, s. 97-103
Nyckelord [en]
Clinical reasoning, Formative assessment, Postgraduate pediatric nurse education, Virtual patients
Nationell ämneskategori
Omvårdnad
Identifikatorer
URN: urn:nbn:se:hh:diva-30008DOI: 10.1016/j.nepr.2015.09.006ISI: 000370769000016PubMedID: 26482401Scopus ID: 2-s2.0-84951856464OAI: oai:DiVA.org:hh-30008DiVA, id: diva2:881745
Tillgänglig från: 2015-12-11 Skapad: 2015-12-11 Senast uppdaterad: 2018-03-22Bibliografiskt granskad

Open Access i DiVA

Fulltext saknas i DiVA

Övriga länkar

Förlagets fulltextPubMedScopus

Personposter BETA

Forsberg, ElenitaZiegert, Kristina

Sök vidare i DiVA

Av författaren/redaktören
Forsberg, ElenitaZiegert, Kristina
Av organisationen
Hälsofrämjande processer
I samma tidskrift
Nurse Education in Practice
Omvårdnad

Sök vidare utanför DiVA

GoogleGoogle Scholar

doi
pubmed
urn-nbn

Altmetricpoäng

doi
pubmed
urn-nbn
Totalt: 518 träffar
RefereraExporteraLänk till posten
Permanent länk

Direktlänk
Referera
Referensformat
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Annat format
Fler format
Språk
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Annat språk
Fler språk
Utmatningsformat
  • html
  • text
  • asciidoc
  • rtf