Clinical learning for pre-registration nursing students: a viva voce approach during COVID-19.
The COVID-19 pandemic restricted face-to-face contact between students and educators, limiting continual assessment of student's clinical skill development. This led to rapid transformational online adaptations to nursing education. This article will present and discuss the introduction of a clinica...
| Publicado en: | British Journal of Nursing Vol. 32; no. 5; pp. 260 - 266 |
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| Autores principales: | , , |
| Formato: | tables/charts Journal Article |
| Publicado: |
Mark Allen Holdings Limited
3/9/2023
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=162393584&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 162393584 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 09660461 GHD jtl: British Journal of Nursing issn: 09660461 maglogo: N pubinfo: dt: 3/9/2023 vid: 32 iid: 5 pid: 11383 pub: Mark Allen Holdings Limited artinfo: ui: 162393584 162393584 162393584 10.12968/bjon.2023.32.5.260 162393584 ppf: 260 ppct: 6 formats: fmt: – @attributes: type: T – @attributes: type: P tig: atl: Clinical learning for pre-registration nursing students: a viva voce approach during COVID-19. aug: au: King, Kathryn Baker, Edward Baker, Mark J affil: Senior Teaching Fellow, Florence Nightingale Faculty of Nursing, Midwifery and Palliative Care, King's College London sug: subj: COVID-19 Pandemic Students, Nursing, Baccalaureate Education, Nursing, Baccalaureate Nursing Skills Skill Acquisition Professional Development Simulations Clinical Competence Workforce Communication Student Experiences ab: The COVID-19 pandemic restricted face-to-face contact between students and educators, limiting continual assessment of student's clinical skill development. This led to rapid transformational online adaptations to nursing education. This article will present and discuss the introduction of a clinical 'viva voce' approach, which has been used at one university to formatively assess students' clinical learning and reasoning skills using virtual methods. The Virtual Clinical Competency Conversation (V3C) was developed using the 'Think aloud approach' and involved facilitated one-to-one discussion based on two questions from a bank of 17 predefined clinically focused questions. A total of 81 pre-registration students completed the formative assessment process. Overall, feedback from students and academic facilitators was positive and facilitated both learning and consolidation in a safe and nurturing way. Further local evaluation is continuing to measure the impact of the V3C approach on student learning now that some aspects of face-to-face education have resumed. pubtype: Academic Journal doctype: tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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