Results of cross-faculty 'capstone' assessments involving nursing and performing arts students.

Edwards, Sharon, Fryer, Nic, Boot, Michelle, Farquharson, Michael, McCormack, Samantha, Sluman, Kelly and Tigar, Katherine (2018) Results of cross-faculty 'capstone' assessments involving nursing and performing arts students. Nursing management (Harrow, London, England : 1994). ISSN 1354-5760

Full text not available from this repository.

Abstract

This article describes how 'capstone' assessments were created to provide two different student groups, nursing and performing arts students, with a lived experience of learning together about their own fields of practice. Capstone assessments combine 'live' human simulation with self‑reflection and peer review. A capstone assessment is the integration of a body of relatively fragmented knowledge and learning to form a unified whole and can be used as a transitional assessment and a bridging experience to connect knowledge between modules or courses. The capstone assessments involved two faculties and four modules, three nursing and one performing arts. Case studies were designed to represent real-life situations that students were likely to encounter during their careers, either playing a patient as an actor or performing a caring role as a nurse. Assessments for the capstone simulation were formative, and involved the students engaging in self-reflection and peer review. Videos were available to enhance the self-reflection and peer-review process. Evaluation was undertaken through verbal feedback during debrief, written feedback, video footage and nursing student and acting student peer review. The experience of capstone assessments for two diverse student groups provided valuable learning from their own and from a different group outside their subject area. [Abstract copyright: © 2018 RCN Publishing Company Ltd. All rights reserved. Not to be copied, transmitted or recorded in any way, in whole or part, without prior permission of the publishers.]

Item Type: Article
Additional Information: ** From PubMed via Jisc Publications Router. ** History: accepted 23-07-2018.
Keywords: assessment, continuing professional development, education, educational methods, experiential learning, interprofessional learning, pre-registration education, reflection, simulation
SWORD Depositor: JISC Router
Depositing User: JISC Router
Date Deposited: 20 Nov 2018 11:41
Last Modified: 06 Sep 2019 09:03
URI: http://bucks.repository.guildhe.ac.uk/id/eprint/17592

Actions (login required)

Edit Item Edit Item