Theoretical assessment design: Best practices in pre-registration nursing education.
Date
2021-07-02Author
Daniels, Felicity
Mthimunye, Katlego
Donough, Gabieba
Metadata
Show full item recordAbstract
Since the nineteenth century, assessment has been used in higher education. Assessment traditions,
on the other hand, had to be adapted through change and innovation in a continually evolving higher
education system. In an effort to address transformation in nursing education, nurse educators are
tasked to ensure that current assessment practices remain relevant without compromising the
quality. This study aimed to establish best practices for theoretical assessment design in preregistration
nursing education. Following a robust literature search process following the five steps
of Arksey and O'Malley's framework, a consensus to shortlist twelve studies was reached. Three
independent reviewers were involved in this process to ensure rigor. The findings revealed that
various factors have a significant impact on theoretical assessment design in pre-registration nursing
education. These factors include: (1) the use of taxonomy framework to align assessments, (2)
bridging the theory-practice gap, (3) nurse educators’ workload. These findings suggest that the
quality and relevance of theoretical assessments design in pre-registration nursing education could
benefit immensely when nurse educators place emphasis on constructive alignment with reference
to the scaffolding of the assessment or for learning based on taxonomy frameworks and clinical
practice.