Designing theoretical assessments at nursing higher education institutions: A scoping review
| dc.contributor.author | Donough, Gabieba | |
| dc.date.accessioned | 2022-09-21T09:13:35Z | |
| dc.date.available | 2022-09-21T09:13:35Z | |
| dc.date.issued | 2022 | |
| dc.identifier.citation | Donough, G. (2022). Designing theoretical assessments at nursing higher education institutions: A scoping review. South African Journal of Higher Education, 36(2), 79‒98. https://dx.doi.org/10.20853/36-2-4699 | en_US |
| dc.identifier.issn | 1753-5913 | |
| dc.identifier.uri | https://dx.doi.org/10.20853/36-2-4699 | |
| dc.identifier.uri | http://hdl.handle.net/10566/7937 | |
| dc.description.abstract | Assessment in higher education remains one of the most reliable forms of assessing the effectiveness of the learning and teaching (L&T) process. Excellence in theory assessment design is, therefore, a pivotal element of the success of many Higher Education Institutions (HEIs) around the world. This scoping review aimed to establish current assessment best practices in nursing at HEIs. The five steps of Arksey and O’Malley’s framework guided this scoping review. Following a systematic search of various databases, including Academic Search Complete, CINAHL, ERIC, MEDLINE, PubMed, Sage Online Journals, SCOPUS, and Wiley Online Library for the period from 2010 to 2020, a rigorous screening process was undertaken by three independent reviewers. The search terms included assessment best practice and nursing education institution. Of the 652 articles screened, 12 studies met the inclusion criteria. | en_US |
| dc.language.iso | en | en_US |
| dc.publisher | Stellenbosch University | en_US |
| dc.subject | Higher education | en_US |
| dc.subject | Nursing | en_US |
| dc.subject | Assessment design | en_US |
| dc.subject | Nurse educator | en_US |
| dc.subject | South Africa | en_US |
| dc.title | Designing theoretical assessments at nursing higher education institutions: A scoping review | en_US |
| dc.type | Article | en_US |
