Purpose: The purpose of the study was to determine how a Formative Assessment Framework (FAF) impacts the quality of clinical teaching and. The specific objective was to evaluate the impact of FAF by determining and comparing students’ competence in selected general nursing and midwifery skills between experimental and control groups of students.
Design and Methods: Data were collected using a quasi-experiment conducted among junior (n=104) and senior undergraduate nursing students (n=62) using the formative assessment framework. Students’ from both groups were randomly assigned to the control and experimental group. The minimum requirements for the Formative Assessment Framework included a clinical demonstration, regular supervised practice, a targeted return demonstration by the nurse educator and feedback in the skills laboratories for 6-7 weeks. Pre-testing and post-testing were conducted among the students during the first and final weeks of the intervention. Junior students were tested on two nursing procedures while senior students were testes on four midwifery procedures. However, only the results from the two nursing procedures (intravenous insulin administration, colostomy care) and two midwifery procedures (breast assessment and third stage management of labour) have been reported in this paper. Data were analysed quantitatively using the STATA software statistical packages version 13.
Results: The intervention groups performed better than the control groups. Students demonstrated mean improvement during insulin procedure (P, 0.0021), Breast assessment (P, 0.0004) and Third stage management of labour (P, 0.0001). There was no significant difference in colostomy care.
Conclusion: The use of a formative assessment framework has a significant effect on clinical teaching and learning of students. It has the capacity to prepare the students for the summative OSCE in the skills laboratories.
See more of: Evidence-Based Practice Sessions: Oral Paper & Posters