Abstract:
Introduction: The emphasis on the quality and safety of health care has a big influence on ensuring that the accurate assessment of students’ performance is implemented in clinical practice. In nursing education clinical assessment tools are used to assess the clinical competence of students. A non-reliable assessment tool can cause a student with inadequate clinical skills to complete the course and work as a professional nurse without adequate clinical knowledge.
Objectives: The objective of this study was to evaluate the quality and the content of the clinical assessment tools used to assess clinical competence of four-year diploma nursing students in one of the nursing colleges in Tshwane.
Methods and procedures: A quantitative, descriptive design was used to evaluate the quality and content of clinical assessment tools used for students at the selected Nursing College. Purposive sampling was used to select the unit of analysis since it can be used to advantage in certain situation. One assessment tool was purposively selected from each level to assess the following disciplines GNS 100, PNS 100 and CNS 100 except level two where two clinical assessment tools were selected. The two clinical assessment tools selected in level two were GNS 200 and MNS 100. The investigator evaluated all the clinical assessment tools while 20 lecturers who were considered as expects validated the results. A checklist was developed and utilized as a data collection tool. Statistical tests were used to analyze data as recommended with the assistance of the statistician. All ethical issues and quality control measures were maintained throughout the study.
Results: Amongst others, the results indicated that less than 50% of the assessment tools had the rating scale provided. The results also showed that only 20% of the assessment tools had assessment objectives clearly described. More than 50% of the assessment tools had the name of the institution, the assessment procedure name, the type of the assessment to be done and the level of the student to be assessed indicated.
Conclusion: The study concentrated on the evaluation of clinical assessment tools used to assess diploma nursing students at a selected nursing college in Tshwane. The results indicated areas of concern regarding the quality and the content of clinical assessment tools. Positive results were also indicated. The study further recommended that standardization and guidelines for development of clinical assessment tools for all levels be conducted.
