Identification of authentic assessment in nursing curricula: An integrative review. (March 2021)

• Record Type: Journal Article
• Authors: Maude, Phil; Livesay, Karen; Searby, Adam; McCauley, Kay
• Is Part Of: Nurse education in practice. Volume 52(2021)
• Publication Date: 2021-03
• Subjects: Authentic assessment -- Self-assessment -- Simulation -- Virtual environment -- Clinical assessment; Nursing -- Study and teaching -- Periodicals; Education, Nursing -- Periodicals; Nursing -- Study and teaching; Periodicals; Electronic journals; 610.73071
• DOI: 10.1016/j.nepr.2021.103011
• Languages: English
• ISSNs: 1471-5953

Abstract

Abstract: This article aims to identify the application of authentic learning principles to the assessment of nursing students. An integrative review was undertaken using the Whittlemore and Knafl (2005) framework: identifying the problem/purpose, searching and evaluating the literature, data analysis and presentation or results. Primary searches were conducted using MeSH terms identified as key words across four search data bases (PubMed, Cinahl, Scopus and ProQuest). Literature was identified using inclusion/exclusion criteria and critiqued. Three major themes emerged from the literature review: Clinical Practice, Self-Assessment and Simulation. Models of authentic learning exist that could guide the development of authentic learning assessment for students, however no identifiable tool for locating and mapping authentic assessment in nursing was found. This review challenges the contemporary belief that authentic assessment is to be found in nursing curricula and evidenced by clinical practice. Highlights: Principles of authentic learning provide basis to the implementation of authentic assessment. There is a paucity of evidence for ways to map evidence of authentic assessment in nursing curricula. Assumptions can be made that clinical practice equates to authentic assessment. Opportunities exist to enhance authentic assessment in student clinical practice.