Teaching, learning and assessment of the affective domain of undergraduate students : a scoping review

dc.contributor.authorPotgieter, Lizelle
dc.contributor.authorFilmalter, Cecilia Jacoba
dc.contributor.authorMaree, Carin
dc.contributor.emailcelia.filmalter@up.ac.za
dc.date.accessioned2025-06-30T10:10:30Z
dc.date.available2025-06-30T10:10:30Z
dc.date.issued2025-07
dc.description.abstractAIM : To describe the literature on the teaching, learning and assessment of the affective domain among undergraduate students across various disciplines. BACKGROUND : Effective education integrates cognitive, psychomotor and affective development. While extensive research has addressed the teaching, learning and assessment of cognitive and psychomotor domains, considerably less attention has been given to the affective domain. The affective domain, encompassing values, ethics and emotional competencies, is essential for professional readiness yet remains a challenge in nursing education. DESIGN : A scoping review was conducted. METHODS : A comprehensive search was conducted following the PRISMA extension for Scoping Reviews (PRISMA-ScR) guidelines and was registered on OSF registries. RESULTS : Twenty articles met the inclusion criteria, representing studies across 13 countries in America, Asia and Europe. No scoping review has mapped teaching and assessment of affective skills in undergraduate nursing programmes. The findings emphasized teaching and learning strategies within the affective domain but revealed a significant gap in assessment methods, particularly in nursing education. CONCLUSIONS : Despite the recognized importance of the affective domain, existing literature predominantly addresses teaching and learning, with limited emphasis on systematic assessment strategies.
dc.description.departmentNursing Science
dc.description.librarianhj2025
dc.description.sdgSDG-04: Quality Education
dc.description.urihttps://www.elsevier.com/locate/issn/14715953
dc.identifier.citationPotgieter, M.L., Filmalter, C. & Maree, C. Teaching, learning and assessment of the affective domain of undergraduate students : a scoping review', Nurse Education in Practice, vol. 86, art. 104417, pp. 1-12, doi : 10.1016/j.nepr.2025.104417.
dc.identifier.issn1471-5953 (print)
dc.identifier.issn1873-5223 (online)
dc.identifier.other10.1016/j.nepr.2025.104417
dc.identifier.urihttp://hdl.handle.net/2263/103057
dc.language.isoen
dc.publisherElsevier
dc.rights© 2025 The Authors. Published by Elsevier Ltd. This is an open access article under the CC BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/).
dc.subjectNursing education
dc.subjectNursing students
dc.subjectTeaching
dc.subjectLearning
dc.subjectAssessment
dc.subjectAffective domain
dc.titleTeaching, learning and assessment of the affective domain of undergraduate students : a scoping review
dc.typeArticle

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