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Assessing progression of clinical reasoning through virtual patients: An exploratory study
Halmstad University, School of Health and Welfare, Centre of Research on Welfare, Health and Sport (CVHI), Health promotion and disease prevention.
Halmstad University, School of Health and Welfare, Centre of Research on Welfare, Health and Sport (CVHI), Health promotion and disease prevention.
Dept. of Clinical Sciences, Intervention and Technology (CLINTEC), Karolinska Institutet, Stockholm, Sweden.
Dept. of Computer and Systems Sciences (DSV), Stockholm University, Kista, Sweden.
2016 (English)In: Nurse Education in Practice, ISSN 1471-5953, E-ISSN 1873-5223, Vol. 16, no 1, 97-103 p.Article in journal (Refereed) 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.

Place, publisher, year, edition, pages
Kidlington: Churchill Livingstone , 2016. Vol. 16, no 1, 97-103 p.
Keyword [en]
Clinical reasoning, Formative assessment, Postgraduate pediatric nurse education, Virtual patients
National Category
Nursing
Identifiers
URN: urn:nbn:se:hh:diva-30008DOI: 10.1016/j.nepr.2015.09.006PubMedID: 26482401Scopus ID: 2-s2.0-84951856464OAI: oai:DiVA.org:hh-30008DiVA: diva2:881745
Available from: 2015-12-11 Created: 2015-12-11 Last updated: 2016-02-05Bibliographically approved

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CiteExportLink to record
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Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
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  • de-DE
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Output format
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