Dialogic oral exam in nursing education: A qualitative study of nursing students' perceptions

被引：5

作者：

Turjamaa, Riitta ^{[1
]}

Hynynen, Marja-Anneli ^{[1
]}

Mikkonen, Irma ^{[1
]}

Ylinen, Eeva-Riitta ^{[1
]}

机构：

[1] Savonia Univ Appl Sci, Sch Hlth Care, Microkatu 1, Kuopio 70201, Finland

来源：

NURSE EDUCATION IN PRACTICE | 2018年 / 29卷

关键词：

Assessment approaches; Dialogue; Collaborative learning; Nursing education; Qualitative study; PERFORMANCE; SYSTEMS; PLACE;

D O I：

10.1016/j.nepr.2017.11.008

中图分类号：

R47 [护理学];

学科分类号：

1011 ;

摘要：

The purpose of this articl is to explore nursing students' experiences of dialogic group oral exams used in the assessment of a medical nursing course. We discuss a small-group, educator-facilitated exam (dialogue exam). The data were gathered in April 2015 via an online survey including open questions. The participants were nursing students (n = 58) at a University of Applied Sciences. The data were subjected to inductive content analysis. The results suggest that students' experiences of the dialogue exam can be represented by four themes: context bound dynamics, new shared understanding, verified competences and holistic nursing care. The students liked the dialogue exam format, preferring it to the traditional individual written exam. The prerequisite for successful use of the dialogue exam format is that candidates perceived the exam situation as safe. Students need to be given information about the schedule and assessment criteria beforehand and should have some experience of the format.

引用

页码：53 / 58

页数：6

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