Abstract
Composite evaluation by one group of student nurses undertaking a pre-registration diploma nursing course
within one university setting highlighted a general perception among respondents that they only participated in
‘rote’ learning to pass the examination. It appeared that little knowledge was retained or used in their nursing
practice. Views of students and lecturers were sought on whether the prescribed assessment strategy of a ‘seen’
examination does in fact restrict student learning.
A qualitative research methodology which adapted a phenomenological approach was used. Tape recorded semistructured
interviews were undertaken from a purposive sample of four university lecturers and six pre-registration
nursing students. Data was analysed using thematic analysis.
The themes generated during analysis were: the advantages of the ‘seen’ examination, superficial learning, linking
theory to practice, and the usefulness of other assessment strategies. There was an assumption made by lecturers
that a number of students retained knowledge and information long enough to pass the ‘seen’ examination but
not long enough to use it in their nursing practice.
The overall impression from the majority of respondents interviewed in this study was that the assessment
strategy of a ‘seen’ examination is valuable to enhance knowledge and skills. However, most lecturers who
participated in the study felt sitting a ‘seen’ examination did not encourage ‘deep’ learning among students. They
believed this form of assessment encouraged students to ‘rote’ learn and therefore learn in a ‘shallow’ way.
Original language | English |
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Journal | Practitioner Research in Higher Education (PRHE) |
Volume | 5 |
Issue number | 1 |
Publication status | Published - 2011 |