Crick, Paula Jane (2010) Exploring student nurses' first assessment experience : An illuminative evaluation. EdD thesis, University of Sheffield.
Abstract
This illuminative evaluation utilises a mixed-method design to explore the first assessment
experience of first year student nurses and consider how aspects of this experience impact on
their self-beliefs regarding academic ability. The study investigates the experience of a cohort of
student nurses as they go through their first summative assessment of theory on their Nursing
diploma course at a post-1992 University in the West Midlands of the United Kingdom. It aims to
elicit, from their perspective, aspects of the assessment process that enhance their confidence
and self-belief about ability, and those that serve to undermine it. The study considers whether
the assessment experience differs for students with different levels of pre-entry academic
qualifications, age, or history of family experience of higher education, and will examine students'
conceptualisations of intelligence to ascertain if these beliefs relate to their learning behaviours or
achievement.
Most students believed that their intelligence could be improved with effort, utilised tutorial and
peer support and believed that learning and understanding were more important than
assessment. Following this assessment experience, however, there was a shift in these beliefs,
with more students seeing the assessment as most important. The assessment grade received by
students, peer support and tutorial support had the greatest positive, and negative, impact on
student self-beliefs, with formative feedback having less impact. This cohort of students
experienced a good level of achievement and a significant improvement in confidence to undergo
their next assessment. Achievement was not related to pre-course academic qualifications, or to
family experience of higher education, but mature students achieved better grades when
compared with younger peers. This finding supports the inclusion of mature students with weaker
academic backgrounds, raising questions about how to continue to include them in the nursing
profession as it progresses to all graduate registration.
This study highlights the need to create a learning milieu that has learning and understanding at
its core, fosters effective peer support and includes students far more in the assessment process,
supporting development of the positive self-beliefs, confidence and self· reliance essential to their
academic and professional development.
Metadata
Awarding institution: | University of Sheffield |
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Academic Units: | The University of Sheffield > Faculty of Social Sciences (Sheffield) > School of Education (Sheffield) |
Identification Number/EthosID: | uk.bl.ethos.522490 |
Depositing User: | EThOS Import Sheffield |
Date Deposited: | 18 Nov 2016 16:29 |
Last Modified: | 18 Nov 2016 16:29 |
Open Archives Initiative ID (OAI ID): | oai:etheses.whiterose.ac.uk:14972 |
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