Practice and Assessment in Nursing and Midwifery: Doing It for Real. Researching Professional Education Research Series Report.

Autor/inn/en	Phillips, Terry; Schostak, John; Tyler, Judith
Institution	English National Board for Nursing, Midwifery and Health Visiting, London.
Titel	Practice and Assessment in Nursing and Midwifery: Doing It for Real. Researching Professional Education Research Series Report.
Quelle	(2000), (180 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
ISBN	1-901697-59-2
Schlagwörter	Case Studies; Clinical Teaching (Health Professions); Competence; Education Work Relationship; Educational Improvement; Educational Needs; Educational Practices; Educational Quality; Educational Research; Educational Trends; Employment Qualifications; Evaluation Criteria; Evaluation Methods; Evaluation Research; Foreign Countries; Higher Education; Job Skills; Literature Reviews; Models; Needs Assessment; Nurses; Nursing; Nursing Education; Obstetrics; Performance Based Assessment; Portfolio Assessment; Portfolios (Background Materials); Professional Education; Program Design; Skill Development; State of the Art Reviews; Student Evaluation; Systems Approach; Testing Programs; Theory Practice Relationship; Trend Analysis; United Kingdom (England) + Suchen Sie Ihr Suchwort? Case study; Fallstudie; Case Study; Kompetenz; Teaching improvement; Unterrichtsentwicklung; Educational need; Bildungsbedarf; Bildungspraxis; Quality of education; Bildungsqualität; Bildungsforschung; Pädagogische Forschung; Bildungsentwicklung; Employment qualification; Vocational qualification; Vocational qualifications; Berufliche Qualifikation; Evaluationsforschung; Ausland; Hochschulbildung; Hochschulsystem; Hochschulwesen; Produktive Fertigkeit; Analogiemodell; Bedarfsermittlung; Krankenpflege; Pflegepädagogik; Geburtshilfe; Leistungsermittlung; Portfoliobeurteilung; Berufsausbildung; Programme design; Programmaufbau; Programmplanung; Kompetenzentwicklung; Qualifikationsentwicklung; Entwicklungsstand; Schulnote; Studentische Bewertung; Systemischer Ansatz; Theorie-Praxis-Beziehung; Trendanalyse
Abstract	The assessment of practice in nursing and midwifery education programs across England was examined to determine its validity, reliability, fairness, and effectiveness in maintaining and developing the quality of care. The research was conducted in two phases. Phase 1 was designed to identify theoretical and practical areas of concern that would frame the rest of the study. Phase 2 consisted of in-depth studies of workplaces as sites for structuring project opportunities to conceptualize the development of practice-driven curricular and assessment projects and case studies of the key relationships underpinning assessment/assessment in the workplace. A total of 518 interviews, 219 observations of practice, and several shorter observations of discrete elements of practice were conducted. A three-stage model for moving from a piecemeal quasi-structure to an integrated assessment infrastructure was outlined. The elements of the three stages were as follows: (1) networks and dialogue nodes serving as an infrastructure for trust; (2) collaborative structures for education, curriculum development, and assessment of practice in practice; and (3) development and monitoring structures supporting full-fledged assessment monitoring. Although assessment quality assurance practice and deployment of resources varied greatly across England, environments with the characteristics of the proposed assessment infrastructure were found. (Contains 11 figures and 95 references.) (MN)
Anmerkungen	English National Board for Nursing, Midwifery and Health Visiting, Publications Department, Victory House, 170 Tottenham Court Road, London W1P OHA, England, United Kingdom. Tel: 0207-391-6314; e-mail: pubs@enb.org.uk.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC